COURSE AND PROGRAM GUIDEBOOK Updated 4/12/ CORE VALUES MUTUAL RESPECT CARING SCHOOL COMMUNITY GREAT EXPECTATIONS

Transcription

1 COURSE AND PROGRAM GUIDEBOOK Updated 4/12/ CORE VALUES MUTUAL RESPECT CARING SCHOOL COMMUNITY GREAT EXPECTATIONS WEBSITE 1

2 TABLE OF CONTENTS Introduction/Welcome Selecting a Curriculum Changes in Graduation Requirements Changes in College Admission Requirements Core 40 Information Graduation Requirements: Classes of 2017 and Beyond Core 40 Diploma Academic Honors Diploma Technical Honors Diploma General Diploma Summer School Courses General Considerations Fine Arts Art Music Theatre English/Language Arts Foreign Language Health & P.E Alternative P.E. Contract Mathematics Multi-Disciplinary Peer Tutoring Cadet Teaching

3 JAG 11: Basic Skills Development JAG 12: Career Information and Exploration Science Social Studies Practical Arts Personal Financial Responsibility Preparing for College and Careers Technical Education and Vocational Programs Agriculture Career Cluster Agriculture Science and Business Business Business and Marketing Career Cluster Family Consumer Science Industrial Technology Engineering and Technology Education Special Education Vocational Education Interdisciplinary Cooperative Education Elkhart Area Career Center Bremen Academy Indiana Online Academy Study Halls Student Activity Programs References

4 INTRODUCTION Bremen High School is accredited by the Indiana Department of Education as a First Class Commissioned High School and since 1915 has been a member of the North Central Association (NCA) of Secondary Schools and Colleges. NCA recently merges with the Southern Association of Colleges and School Council on Accreditation and School Improvement (CASI) and is known as AdvancED. WELCOME Those of us connected with Bremen Senior High School wish to extend to you a hearty welcome. This welcome comes from the students, faculty, and all the staff (principals, cooks, counselors, aides, secretaries and custodians). We are here to help you make your stay in Bremen High School as profitable as we can. Over the past years the community, through the Board of Schools Trustees and the superintendent, has established a fine staff and constructed fine facilities for your use. The expenditure in time and money is freely given to insure opportunities for your pleasure and success. Certain hopes are a part of this process. Frist, hopefully, you will seriously apply your efforts toward mastery of skills and knowledge made available here at Bremen High School. Secondly, it is hoped you will participate in activities such as sports, music, clubs, and honoraries. All of these offer opportunities for experience in group action and leadership. Your school life will have additional meaning, and a new dimension can be added by your participation. We also hope you will realize you are entering a proud school with enviable traditions. Use the school s facilities, both physical and cultural, during your time here and pass on even a greater tradition and better causes for pride. Educational services, programs, instruction, and facilities will not be denied to anyone at Bremen High School as the result of his or her age, race, color, national origin, sex, or handicapped condition. For further information, clarification, or complaint, please contact the following person: Dr. Jim White, Superintendent Bremen Public Schools 512 West Grant Street Bremen, Indiana Phone:

5 GUIDANCE DEPARTMENT Selecting a Curriculum Choosing a curriculum best suited to your interest, aptitudes, and abilities is one of several decisions which will eventually lead to your style of life. Serious study of college or technical school entrance requirements, career preparation requirements, and state recommended curriculum paths is strongly recommended before a final selection is accomplished. Students are required to develop a career plan which includes: 1. Student Identification Information 2. Self-Assessment Information: Test Results, Interest Areas, Aptitude Tests, Strengths, and Accomplishments 3. A Four-Year High School Plan in either a College Preparation or Technical/Vocational Preparation Curriculum 4. A Post-Secondary Education Goal 5. A Statement of Career Goals 6. A Confirmation (Signature) Log To accurately select a curriculum path, and develop your career plan, you should consider the following: A. What occupation(s) do you intend to follow after graduation? B. Do you need additional training or education to enter these occupations? C. Will you need re-training to keep a job in the future? D. Have you conducted an honest evaluation of your skills as a student, giving thought to your level of academic effort, pleasure and satisfaction derived from working with materials; and your interest in music, art or literature? Changes in Graduation Requirements Many changes continue to take place in the Department of Education concerning graduation requirements. Beginning with the class of 2016, a new set of graduation requirements will be implemented. These changes include new requirements for math, and some changes in requirements for the Academic and Technical Honors Diplomas. Beginning with the class of 2019, the ISTEP+ Grade 10 will replace the Algebra I and English 10 ECA s as the graduation qualifying exam. These changes are outlined in detail in the following pages of this document. Please feel free to contact the Guidance Department for clarification if needed. Changes in College Admission Requirements Please note that although the Core 40 Diploma is now the expected diploma for admission to a four-year college or university, many post-secondary schools have requirements above and beyond the Core 40 Diploma requirements. For example, a college may require two years of a foreign language for admission or two additional semesters of math, such as Pre-calculus and Trigonometry. Please check the admission requirements for each college or university you may be considering applying to before you create your schedule. 5

6 CORE 40 Your Academic Edge Indiana s Core 40 is the academic foundation all students need to succeed in college, apprenticeship programs, military training, and the workforce. Challenging Courses = Big Rewards. Students who take strong academic courses in high school are more likely to enroll in college and earn a degree. That s important, because high education pays. On average, college graduates earn more than a million dollars more over a lifetime than those with only a high school education. High school graduates earn 42 percent more than high school dropouts. Core 40 pays. More Career Options. Good jobs require education beyond high school. That means if you want a job that will support you and your future family, provide health benefits and offer a chance for advancement, you ll need to complete a two- or four-year degree, apprenticeship program, military training or workforce certification. If you are planning to go directly to work after high school graduation, you will still need to be prepared for training and retooling throughout your lifetime. Core 40 gives you more options and more opportunities to find a career with a real future. What Employers and Training Programs Want. Employers, apprenticeship programs and the military all agree they expect you to arrive with essential skills, including speaking and writing clearly, analyzing information, conducting research and solving complex problems. The expectations are the same: You need Core 40. Preparation for College Success. It s not just about getting in it s about finishing. To succeed in college-level work, students need to complete Core 40 in high school. Anything less may mean taking remedial (high school) coursework in college, which means it will take you longer to finish and will cost you more in college tuition. It also means you ll have a greater change of dropping out before you get your degree. That s why Core 40 is a college admission requirement. You won t be able to start at a four-year public Indiana college without Core 40 (or a documented equivalent). Most private colleges require students to have at least this level of high school academic preparation. Core 40 is your best preparation for success. Money for College. The Core 40 diploma can help you earn money for college. Indiana students who complete a Core 40 diploma and meet other financial aid and grade requirements can receive up to 90 percent of approved tuition and fees and eligible colleges. Core 40 with Academic Honors graduates can receive up to 100 percent and some colleges also offer their own scholarships specifically for students who earn this diploma. By providing all Indiana students a balance sequence of academically rigorous high school courses in the core subjects of English/language arts, mathematics, science and social students; physical education/health and wellness; and electives including world languages, career/technical, and fine art, the Core 40 requirement gives all our students the opportunity to compete with the best. That s great news for Indiana students. To graduate with less than Core 40, a student must complete a formal optout process involving parental consent. See your school counselor for full details. For more information about Core 40 and your career and course plan, see your counselor and visit Learn More Resource Center at 6

7 GRADUATION REQUIREMENTS Classes of 2017 & Beyond Students wishing to earn a Bremen High School diploma must complete the following steps: 1. The Classes of 2017 and 2018 must pass English 10 and Algebra I Core 40 End or Course Assessment (ECA). The Classes of 2019 and beyond must pass the new Grade 10 College and Career Readiness Assessment ISTEP+. 2. Take a Mathematics course or Quantitative Reasoning course each year of high school and earn six (6) credits in Math in high school. 3. Meet all minimum requirements for either the Core 40 Diploma, Core 40 with Academic Honors Diploma, or Core 40 with Technical Honors Diploma (General Diploma only available in conjunction with the Opt-Out Process). Core 40 Diploma 47 credits required All students must enroll in this program All students must work toward meeting these requirements Not all students who begin this program will complete the entire curriculum (see below) Not meeting the Core 40 criteria may impact a student s eligibility for admission to colleges, technical schools, and future employment opportunities. All Indiana four-year public universities now require Core 40 as a minimum admissions requirement. Eligible students who graduate from an Indiana secondary school, having met prescribed Core 40 requirements, with a cumulative grade point average of at least may qualify for a State grant premium of 90% demonstrated need for approved tuition and mandatory fees. Core 40 with Academic Honors Diploma 50 credits required An Academic Honors Diploma may be earned without taking any honors courses; however, the State Board of Education established this diploma to bring honor to those students who choose challenging courses. A gold seal is placed on the diploma, and the student s transcript reflects the awarding of the Academic Honors Diploma. Many state universities are giving tuition breaks for students who have accomplished this distinction. No grades on any required classes may be lower than a C- (2.0). Note for classes 2019 and 2018 if a student receives anything lower than a C in a course, this grade will remove them from the Academic Honors Diploma. A student must have a cumulative grade point average of B (3.0 out of 4.0). Students must earn 2 additional Math credits. Students must earn 6 credit in a Foreign Language. Students must also meet ONE of the following requirements: A. Earn 4 credits in 2 or more AP courses and take corresponding AP exams B. Earn 6 verifiable transcripted college credits in a dual credit course from the approved dual credit list 7

8 C. Earn a minimum of 3 verifiable transcripted college credits and 2 credits in AP courses and take the corresponding AP Exam. D. Earn a combined score of 1250 or higher on SAT Critical Reading, Math, and Writing sections. In addition, a student may not score less than 560 on the Math section and 590 on the evidence based reading and writing section. E. Score a 26 composite score or higher on the ACT. Also, a student MUST take the written portion of the ACT. Core 40 with Technical Honors Diploma 47 credits required A Technical Honors Diploma may be earned without taking any honors courses; however, the State Board of Education established this diploma to bring honor to those students who choose challenging courses. No grades on any required classes may be lower than a C- (2.0). Note for classes 2019 and 2018 if a student receives anything lower than a C in a course, this grade will remove them from the Technical Honors Diploma. A student must have a cumulative grade point average of B (3.0 out of 4.0). RECOMMENDED: Earn 2 additional credits in Mathematics and 4-8 credits in World Languages for four year college admission. Earn six (6) credits in college & career pathway approved courses and one of the following: 1. Pathway designated industry based certification, or 2. 6 transcripted college credits from approved career pathway dual credits courses A gold seal is placed on the diploma and the student s transcript reflects the awarding of the Technical Honors Diploma. Students must also meet ONE of the following requirements: 1. Any one of the options (A-E) of the Core 40 with Academic Honors (see above). 2. Take WorkKeys, an industry driven assessment, and score at or above a designated level on each of the three core readiness subject areas (Applied Mathematics Level 6, Reading for Information Level 6, and Locating Information Level 5). 3. Take the Accuplacer and earn the following minimum scores: Writing 80, Reading 90, and Math Take the Compass and earn the following minimum scores: Algebra 66, Writing 70, and Reading 80. Core 40 Opt-Out Process Indiana s Core 40 curriculum provides the academic foundation all students need to succeed in college and the workforce. To graduate with less than Core 40, the following formal opt-out process must be completed. The student, the student s parent or guardian, the student s counselor (or another staff member who assists students in course selection), and the school principal must meet to discuss the student s progress. 8

9 The student s career and course plan is reviewed. The student s parent or guardian determines if the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum. If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career-academic sequence that the student will pursue is determined. All parties will complete and sign the necessary documentation and paperwork. CLASSES OF 2017 AND BEYOND CORE 40 DIPLOMA The Core 40 Diploma consists of a list of requirements established by the State School Board. The diploma is required for students seeking admission to an Indiana institution for post-secondary education. THE CORE 40 DIPLOMA IS ALSO THE EXPECTED DIPLOMA REQUIREMENT FOR ALL BHS STUDENTS. ENGLISH/ LANGUAGE ARTS MATHEMATICS 8 Credits English 9, 10, 11, 12 6 Credits 2 credits: Algebra I 2 credits: Geometry 2 credits: Algebra II STUDENTS ARE REQURIED TO TAKE A MATH OR QUANTITATIVE REASONING COURSE DURING EACH YEAR OF HIGH SCHOOL. SCIENCE SOCIAL STUDIES DIRECTED ELECTIVES 6 Credits 2 credits: Biology I 2 credits: Chemistry I or Physics or ICP (Integrated Chem/Phys) 2 credits: any Core 40 science course 6 Credits 2 credits: World History/Civilization 2 credits: U.S. History 1 credit: Government 1 credit: Economics 5 Credits World Language: Spanish Fine Arts: Music, Drama, Art - 2 credits (local requirement) Career/Technical: a logical sequence from a technical or career area - 2 credits: Industrial Technology, Agriculture, FACS, Business (local requirement) 9

10 PRACTICAL ARTS PHYSICAL EDUCATION HEALTH AND WELLNESS ELECTIVE COURSES TOTAL ECA In English 10/Algebra I Grade 10 ISTEP+ 4 Credits 2 credits: Industrial Technology, Agriculture, FACS, Business (local requirement) 2 credits: Planning for College and Career Success and Personal Financial Responsibility (state requirement) 2 Credits 1 credit: PE I (1 term) 1 credit: PE II (1 term) 1 Credit 9 Credits Any additional courses 47 Credits All students in the Classes of 2017 and 2018 must pass to graduate All students in the classes of 2019 and beyond must pass to graduate ALL REQUIREMENTS MUST BE COMPLETED BEFORE A STUDENT MAY PARTICIPATE IN THE COMMENCEMENT PROGRAM AND RECEIVE A DIPLOMA. 10

11 CORE 40 WITH ACADEMIC HONORS DIPLOMA The Core 40 with Academic Honors Diploma is the most rigorous course of study required by the state of Indiana for high school graduation. Students earning this diploma must complete requirements above and beyond those required for the Core 40 diploma. ENGLISH/ LANGUAGE ARTS MATHEMATICS 8 Credits English 9, 10, 11, 12 8 Credits 2 credits: Algebra I 2 credits: Geometry 2 credits: Algebra II 2 credits: Pre-Calculus; Trigonometry; College Algebra; ACP Finite, Calculus STUDENTS ARE REQURIED TO TAKE A MATH OR QUANTITATIVE REASONING COURSE DURING JUNIOR OR SENIOR YEAR OF HIGH SCHOOL. SCIENCE SOCIAL STUDIES DIRECTED ELECTIVES FINE ARTS PRACTICAL ARTS 6 Credits 2 credits: Biology I 2 credits: Chemistry I or Physics or ICP (Integrated Chem/Phys) 2 credit: any Core 40 science course 6 Credits 2 credits: World History/Civilization 2 credits: U.S. History 1 credit: Government 1 credit: Economics 5 Credits World Language: Spanish Fine Arts: Music, Drama, Art - 2 credits (local requirement) Career/Technical: a logical sequence from a technical or career area - 2 credits: Industrial Technology, Agriculture, FACS, Business (local requirement) 2 Credits (meets directed elective and local requirement) Art, Music, and Drama 4 Credits 2 credits: Industrial Technology, Agriculture, FACS, Business (local requirement) 2 credits: Planning for College and Career Success and Personal Financial Responsibility (state requirement) 11

12 PHYSICAL EDUCATION HEALTH AND WELLNESS ELECTIVE COURSES OTHER REQUIREMENTS TOTAL ECA In English 10/Algebra I Grade 10 ISTEP+ 2 Credits 1 credit: PE I (1 term) 1 credit: PE II (1 term) 1 Credit 7 Credits Any additional courses Career Academic Sequence Recommended Earn a grade of C- (2.0) or above in all required courses (For the Classes of 2018 and 2019, they must earn a C ), Have a grade point average of B (3.0) or above, and Complete ONE of the following: - Earn 4 credits in 2 or more AP courses and take corresponding AP exams - Earn 6 verifiable transcripted college credits in dual credit courses from priority course list - Earn a combined score of 1750 or higher combined on the SAT Critical Reading, Math and Writing sections and a minimum score of 530 on each - Earn an ACT composite score of 26 or higher and complete written section - Earn both of the following: 1. A minimum of 3 verifiable transcripted college credits from the Priority course list. 2. Two credits in AP courses and corresponding AP exams 50 Credits All students in the Classes of 2017 and 2018 must pass to graduate All students in the classes of 2019 and beyond must pass to graduate ALL REQUIREMENTS MUST BE COMPLETED BEFORE A STUDENT MAY PARTICIPATE IN THE COMMENCEMENT PROGRAM AND RECEIVE A DIPLOMA. 12

13 CORE 40 WITH TECHNICAL HONORS The Core 40 with Technical Honors Diploma is the most rigorous course of study, both academically and technically, required by the state of Indiana for high school graduation. Students earning this diploma must complete requirements above and beyond those required for the Core 40 Diploma. ENGLISH/ LANGUAGE ARTS MATHEMATICS SCIENCE SOCIAL STUDIES DIRECTED ELECTIVES PRACTICAL ARTS PHYSICAL EDUCATION HEALTH AND WELLNESS 8 Credits English 9, 10, 11, 12 6 Credits 2 credits: Algebra I 2 credits: Geometry 2 credits: Algebra II STUDENTS ARE REQURIED TO TAKE A MATH OR QUANTITATIVE REASONING COURSE DURING EACH YEAR OF HIGH SCHOOL. 6 Credits 2 credits: Biology I 2 credits: Chemistry I or Physics or ICP (Integrated Chem/Phys) 2 credit: any Core 40 science course 6 Credits 2 credits: World History/Civilization 2 credits: U.S. History 1 credit: Government 1 credit: Economics 5 Credits World Language: Spanish Fine Arts: Music, Drama, Art - 2 credits (local requirement) Career/Technical: a logical sequence from a technical or career area - 2 credits: Industrial Technology, Agriculture, FACS, Business (local requirement) 4 Credits 2 credits: Industrial Technology, Agriculture, FACS, Business (local requirement) 2 credits: Planning for College and Career Success and Personal Financial Responsibility (state requirement) 2 Credits 1 credit: PE I (1 term) 1 credit: PE II (1 term) 1 Credit 13

14 ELECTIVE COURSES OTHER REQUIREMENTS TOTAL ECA In English 10/Algebra I Grade 10 ISTEP+ 7 Credits Any additional courses Earn a grade of C (2.0) or above in all required courses (For the Classes of 2018 and 2019, they must earn a C ), Have a grade point average of B (3.0) or above, Earn 6 credits in college and career preparation courses in a state-approved College & Career Pathway and one of the following: - Pathway designated industry-based certification or credential, or - Pathway dual credits from list of priority courses resulting in 6 college transcripted college credits Complete ONE of the following: - Any one of the options (A-E) of the Core 40 with Academic Honors - Earn the following scores or high on Work Keys: Reading for Information Level 6, Applied Math Level 6, Locating Information Level 5 - Earn the following minimum score(s) on Accuplacer: Writing 80, Reading 90, Math 75 - Earn the following minimum score(s) on Compass: Algebra 66, Writing 70, Reading Credits All students in the Classes of 2017 and 2018 must pass to graduate All students in the classes of 2019 and beyond must pass to graduate ALL REQUIREMENTS MUST BE COMPLETED BEFORE A STUDENT MAY PARTICIPATE IN THE COMMENCEMENT PROGRAM AND RECEIVE A DIPLOMA. 14

15 GENERAL DIPLOMA The General Diploma is a list of minimum requirements for a student to complete to earn an Indiana high school diploma. In order to receive this diploma, students and parents must participate in the formal Core 40 Opt-Out Process (see pages 8-9). Bremen High School General Diploma The completion of Core 40 is an Indiana graduation requirement. Indiana s Core 40 curriculum provides the academic foundation all students need to succeed in college and the workforce. To graduate with less than Core 40, the following formal opt-out process must be completed: The student, the student s parent/guardian, and the student s counselor (or another staff member who assists students in course selection) must meet to discuss the student s progress. The student s Graduation Plan (including four year course plan) is reviewed. The student s parent/guardian determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum. If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined. Course and Credit Requirements (Class of 2017 & Beyond) English/Language Arts Mathematics Science Social Studies Physical Education Health and Wellness 8 credits Credits must include literature, composition and speech 4 credits 2 credits: Algebra I 2 credits: Geometry General diploma students are required to earn 2 credits in a Math or a Quantitative Reasoning (QR) course during their junior or senior year. QR courses do not count as math credits. 4 credits 2 credits: Biology I 2 credits: Any science course At least one credit must be from a Physical Science or Earth and Space Science course 4 credits 2 credits: U.S. History 1 credit: U.S. Government 1 credit: Economics (can also count as a Quantitative Reasoning course) 2 credits 1 credit 15

16 College and Career Pathway Courses Selecting electives in a deliberate manner to take full advantage of college and career exploration and preparation opportunities Flex Credit Electives 6 credits One credit must be Preparing for College and Careers 5 credits Flex Credits must come from one of the following: Additional elective courses in a College and Career Pathway Courses involving workplace learning such as Cooperative Education or Internship courses High school/college dual credit courses Additional courses in Language Arts, Social Studies, Mathematics, Science, World Languages or Fine Arts Bremen requires that 1 credit must be in Fine Arts 6 credits Specifies the minimum number of electives required by the state. High school schedules provide time for many more elective credits during the high school years. Bremen requires 1 elective - Personal Financial Responsibility Personal Financial Responsibility can count as a QR course 40 Total Credits Required Schools may have additional local graduation requirements that apply to all students (June 14, 2016) ALL REQUIREMENTS MUST BE COMPLETED BEFORE A STUDENT MAY PARTICIPATE IN THE COMMENCEMENT PROGRAM AND RECEIVE A DIPLOMA. 16

17 SUMMER SCHOOL Summer School (if available) is a good opportunity for students to make up classes they have failed. Summer School also provides students with an opportunity to get ahead so they can take an extra class(es) during the upcoming school year. Summer School typically has course offerings for every grade level that are taught by Bremen teachers or taught by teachers from the Indiana Online Academy. Summer school is usually offered for twenty consecutive school days during June, for four hours per day. To offer a summer school course, a minimum of 15 students must be enrolled. Courses traditionally offered (but never guaranteed) are: ALGEBRA IB PE I ECONOMICS GOVERNMENT HEALTH THEMES IN LITERATURE SAE (Supervised Agricultural Experience) *If we are not able to enroll a minimum of 15 students in the specific courses listed above, we may also provide limited opportunities for students to enroll in The Indiana Online Academy courses for independent, online study. These courses are offered 24/7, from June through early August. Please see the Guidance Counselors for more information. These courses are offered primarily for credit retrieval. Enrollment will be considered on a case by case basis and evaluated by teachers, counselors, and administrators. Courses available are (NOT all inclusive): GEOMETRY A and B ALGEBRA II A and B PRECALCULUS A and B CHEMISTRY A and B PHYSICS A and B INTEGRATED PHYSICS A and B ECA PREPARATION (English and Math) PERSONAL FINANCIAL RESPONSIBILITY US HISTORY A and B Attendance Policy The summer school attendance policy follows the regular school attendance policy requiring 90% attendance. A student will be dropped from the class if he/she is absent more than two times (in excess of eight hours in an eighty hour course). 17

18 GENERAL CONSIDERATIONS ECA (End of Course Assessments) and ISTEP The classes of 2017 and 2018 will be the last classes to take the ECAs for Algebra I, English 10, and Biology I. These students will take these exams at the completion of the respective courses. Students are required to pass the Algebra I and English 10 exams. Students who do not pass either of these two exams will have two opportunities per year, after the year of the initial test, to meet this requirement. The science portion will be given during the year that the student is enrolled in Biology, and the results will be used for data analysis by the State of Indiana. The classes of 2019 and beyond will be required to take the grade 10 ISTEP+ College and Career Readiness Exam. The test will consist of three content areas: English/Language Arts, Mathematics, and Science. The English/Language Arts and Mathematics portions of the test will make up the graduation-qualifying exam. The exam will be given during the sophomore year of high school. The science portion will be given at the completion of Biology I and will be used for data collection by the state in accordance with the No Child Left Behind Law. The test is aligned to the new Indiana Academic Standards in English/Language Arts, Math and Science (specifically 50% Biology). Passing Grades To receive credit in a course, a passing grade of D- or above is required in all course work taken at Bremen High School. No student shall participate in graduation exercises unless all requirements are completed prior to this time. Do-Over Policy Bremen High School students will be allowed to re-take a class for a higher grade with the following stipulations: 1. Make timely contact with a Guidance Counselor to initiate the request, submit the proper documentation, and re-take the course as soon as the Master Schedule allows. 2. A class can only be re-taken if the student has received a grade of D+ or lower (C- for the classes of 2018 and 2019), and a grade of F is not applicable to this policy. 3. The original grade will remain on the transcript; however, the grade received on the second attempt is the one that counts for credit/gpa even if it is a lower grade. 4. Only one course can be re-taken per year, and a maximum of two courses can be repeated during the student s high school career. 5. All re-takes must be completed in classes offered at Bremen High School. Only one of the possible two re-take opportunities maybe done online and the online re-take must be done in the summer. 6. A course can be re-taken only if space is available, and the enrollment capacity shall be at the sole discretion of the High School Principal. 7. Re-taking a course under this policy will make the student ineligible for Valedictorian/Salutatorian recognition. 18

19 Schedule Changes Students will be allowed to change their schedules for the upcoming year for ONE WEEK after the last full day of school. A schedule change WILL NOT BE ALLOWED once a course has begun unless it is at the request of a teacher and/or counselor, and permission is received from the principal. Students may, however, drop a study hall in order to add an additional course. Post-Secondary/Dual Credit Enrollment Program Students who meet criteria established under Board Policy #360 may enroll in courses approved by the administration which allow granting of both high school and post-secondary credit. Students interested in pursuing college-level courses while still in high school should make application to the principal prior to enrolling in any course. Copies of Board Policy #360 are distributed during scheduling each spring, and are available upon request from the high school office. Physical Education Requirement Physical Education is required. Students who have permanent physical disabilities will be required to complete an individualized program of exercise written to meet the P.E. requirement. A doctor s recommendation will be needed before school starts in the fall to allow the physical education teachers time to plan this program. Study Halls Students are strongly encouraged to take five classes each term. Students who desire a study hall should have it placed in their schedule due to their IEP (Individual Education Plan), or ILP (Individual Language Plan), RTI (Response to Intervention) Plan, or based on the recommendation of the Guidance Department. General Education students will be limited to one study hall per year. Exceptions will be made on a limited basis, and will be based on recommendations from classroom teachers and counselors according to individual student needs. Final approval for a student taking more than one study hall must be granted by the building principal. Weighted Grades All ACP (Advance College Project) courses as well as AP Spanish will be weighted by adding 1/3 of a letter grade to the final term grade issued by the teacher. The weighting process will be administered in the office at the conclusion of each term after the teacher has submitted the grades to the office. As an example, if the teacher gives a grade of an A, the student will receive 4.3 points instead of 4. Early Graduation A student may elect to graduate after eleven (11) terms, provided that all graduation requirements are met, the ECA s have been passed, and appropriate notification (application completed) is given to the Guidance Office during the scheduling process in the last term of the 19

20 junior year. Early graduation may also be dependent on the individual needs of the student and whether course selections coincide with the master schedule. Seniors who attend the Elkhart Career Center may NOT graduate early. Seniors who attend Crossroads Academy in Plymouth may NOT graduate early. Students must be aware that all behavioral expectations must be maintained through the graduation ceremony at the end of the term. Students who fail a required course in Term 2 will forfeit their early graduation status and return for a full schedule during Term 3. Students are strongly encouraged to complete the early graduation application prior to the end of their junior year. Realizing that situations may change over the summer students will be allowed five (5) school days in the fall to apply for early graduation. Final approval will be granted by the building principal. Valedictorian/Salutatorian Valedictorian and Salutatorian will be chosen based on achieving a class rank of one (1) and two (2) respectively. Students must be on the Academic Honors Diploma track and must not have retaken any courses in their high school career. 20

21 FINE ARTS 4000 INTRODUCTION TO TWO-DIMENSIONAL ART 9, 10, 11, 12 Introduction to Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources. Credits: a 1-term course for 1 credit Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4004 ADVANCED TWO-DIMENSIONAL ART 10, 11, 12 Prerequisites: Intro to 2-D Art Advanced Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Two- Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries studios, and community resources. Credits: a 1-term course for 1 credit Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 21

22 4002 INTRODUCTION TO THREE-DIMENSIONAL ART 9, 10, 11, 12 Introduction to Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources. Credits: a 1-term course for 1 credit Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4006 ADVANCED THREE-DIMENSIONAL ART 10, 11, 12 Prerequisites: Intro to 3-D Art Advanced Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Three- Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 22

23 CERAMICS 11, 12 Prerequisites: Intro to 3-D Art AND Adv. 3-D Art 4040 Ceramics is a course based on the Indiana Academic Standards for Visual Art. Students in ceramics engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create works of art in clay utilizing the processes of hand building, molds, wheel throwing, slip and glaze techniques, and the firing processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skill. Students utilize the resources of art museum, galleries, and studios, and identify art-related careers. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that define proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4044 SCULPTURE 11, 12 Prerequisites: Intro to 3-D Art AND Adv. 3-D Art Sculpture is a course based on the Indiana Academic Standards for Visual Art. Students in sculpture engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production. Using materials such as plaster, clay, metal, paper, wax, and plastic, students create portfolio quality works. Students at this level produce works for their portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. They create realistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that define proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma 23

24 Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4060 DRAWING 10, 11, 12 Prerequisites: Intro to 2-D Art AND Adv. 2-D Art Drawing is a course based on the Indiana Academic Standards for Visual Art. Students in drawing engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing and use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that define proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4064 PAINTING 10, 11, 12 Prerequisites: Intro to 2-D Art AND Adv. 2-D Art Painting is a course based on the Indiana Academic Standards for Visual Art. Students taking painting engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to the creation of portfolio quality works. Students create abstract and realistic paintings, using a variety of materials such as mixed media, watercolor, oil, and acrylics as well as techniques such as stippling, gouache, wash, and impasto. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers. 24

25 Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that define proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4066 PRINTMAKING 10, 11, 12 Prerequisites: Intro to 2-D Art Printmaking is a course based on the Indiana Academic Standards for Visual Art. Students in printmaking engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to the creation of portfolio quality works. Students apply media, techniques, and processes with sufficient skill to communicate intended meaning. They create abstract and realistic prints using a variety of materials such as linocut, woodcut, stencil, silkscreen, photo silkscreen, and monoprint. They utilize processes such as etching, relief, and lithography to explore a variety of ideas and problems. Students reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that define proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4062A PHOTOGRAPHY I DIGITAL 10, 11, 12 Requirement: Must have access to a Digital Camera Photography is a course based on the Indiana Academic Standards for Visual Art. Students in photography engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works, creating photographs, films, and videos utilizing a variety of digital tools. They create print media utilizing graphic design, typography, illustration, and image creation with digital tools and computer 25

26 technology. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Fulfills requirements for 1 or 2 Fine Arts credits for the Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4062B PHOTOGRAPHY II 10, 11, 12 Prerequisites: Photography I Photography is a course based on the Indiana Academic Standards for Visual Art. Students in photography engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works, creating photographs, films, and videos utilizing a variety of digital tools. They create print media utilizing graphic design, typography, illustration, and image creation with digital tools and computer technology. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Fulfills requirements for 1 or 2 Fine Arts credits for the Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 26

27 4050A, 4050B STUDIO ART 2D DESIGN PORTOFOLIO 12 Prerequisites: 5 or more credits in Art courses or instructor permission This portfolio is intended to address two-dimensional (2-D) design issues. Design involves purposeful decision making about how to use the elements and principles of art in an integrative way. The principles of design articulated through the visual elements help guide artist in making decisions about how to organize the elements on a picture plan in order to communicate content. For this portfolio, students are asked to demonstrate proficiency in 2-D design through any twodimensional medium or process, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, and printmaking. Any work that makes us of (appropriates) other artists works (including photographs) and/or published images must show substantial and significant development beyond duplication. Credits: a 2-term course, 1 credit per term Fulfills requirements for 2 Fine Arts credits for the Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas MUSIC Please visit the Bremen Band website at for additional information regarding band course and extra-curricular requirements. 4160A, 4160B, 4160C BEGINNING CONCERT BAND 9, 10, 11, 12 Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature. Experiences include, but are not limited to: improvising, conducting, playing by ear, and sight-reading. Students are given opportunities to develop the ability to understand and convey the composer s intent in order to connect the performer with the audience. 27

28 Students also have the opportunity to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities, outside of the school day, that support and extend learning in the classroom. The first term (4160A) of this course is considered Marching Band, and students will be required to attend summer practices in August. Credits: a 2-term course, 1 credit per term. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4168A, 4168B, 4168C INTERMEDIATE CONCERT BAND 10, 11, 12 Prerequisites: Beginning Concert Band Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature. Experiences include, but are not limited to: improvising, conducting, playing by ear, and sight-reading. Students are given opportunities to develop the ability to understand and convey the composer s intent in order to connect the performer with the audience. Students also have the opportunity to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities, outside of the school day, that support and extend learning in the classroom. In addition, students perform, with expression and technical accuracy, a large and varied repertoire of concert band literature that is developmentally appropriate. Evaluation of music and music performances is included. The first term (4168A) of this course is considered Marching Band, and students will be required to attend summer practices in August. 28

29 Credits: a 2-term course, 1 credit per term. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4170A, 4170B, 4170C 4170A2, 4170B2, 4170C2 ADVANCED CONCERT BAND 11, 12 Prerequisites: Beginning Concert Band & Intermediate Concert Band Advanced Concert Band provides students with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music into other subject areas. Ensemble and solo activities are designed to develop elements of musicianship including but not limited to: (1) tone production, (2) technical skills, (3) intonation, (4) music reading skills, (5) listening skills, (6) analyzing music, and (7) studying historically significant styles of literature. Experiences include, but are not limited to: improvising, conducting, playing by ear, and sightreading. Students are given opportunities to develop the ability to understand and convey the composer s intent in order to connect the performer with the audience. Students also have the opportunity to experience live performances by professionals during and outside of the school day. Time outside of the school day may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities, outside of the school day, that support and extend learning in the classroom. Band repertoire must be of the highest caliber. Mastery of advanced wind band technique must be evident. Areas of refinement consist of advanced techniques including, but not limited to: (1) intonation, (2) balance and blend, (3) breathing, (4) tone production, (5) tone quality, (6) technique, (7) rhythm, (8) sight-reading, and (9) critical listening skills. Evaluation of music and music performances is included. The first term (4170A, 4170AC) of this course is considered Marching Band, and students will be required to attend summer practices in August. Credits: a 2-term course, 1 credit per term. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma 29

30 Counts as a Directed Elective or Elective for the General, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4164 JAZZ ENSEMBLE (JAZZ BAND) Zero Hero 9,10, 11, 12 Students taking this course develop musicianship and specific performance skills through group and individual settings for the study and performance of the varied styles of instrumental jazz. The instruction includes the study of the history, formative, and stylistic elements of jazz. Students develop their creative skills through: (1) improvisation, (2) composition, (3) arranging, (4) performing, (5) listening, and (6) analyzing. Instruction is designed so that students are enabled to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Students are provided with opportunities to experience live performances by professionals during and outside of the school day. A limited amount of time outside of the school day may be scheduled for dress rehearsals and performances. In addition, a limited number of public performance opportunities, outside of the school day, that support and extend the learning in the classroom. Student participants must also be receiving instruction in another band or orchestra class offering, at the discretion of the director. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Though a 1-term course, the class meets during each of the three terms on selected mornings prior to the start of school. Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diploma 30

31 *Note regarding Chorus: Students will only be allowed to take two terms of Chorus per year. Students who participate in the Choral Chamber Ensemble for two terms may take only one additional term of Chorus, preferably in the term they do not have Choral Chamber Ensemble BEGINNING CHORUS 9, 10, 11, 12 Students taking Beginning Chorus develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of (1) male chorus, (2) female chorus, (3) mixed chorus, or any combination thereof. Activities in this class create the development of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Instruction is designed so that students are enable to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer s intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by the professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of the daily rehearsals and performances. Students must participate in performance opportunities, outside of the school day, that support and extend learning in the classroom. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that the defined proficiencies and content standards are utilized. (May earn two credits per year.) Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4186 INTERMEDIATE CHORUS 10, 11, 12 Prerequisites: Beginning Chorus Intermediate Chorus provides students with opportunities to develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus, or any combination thereof. Activities create the development of quality repertoire in the diverse styles of choral literature that is appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, 31

32 examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer s intent in order to connect the performer with the audience. Students also have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend learning in the classroom. Choral repertoire should be developmentally appropriate. Additional emphasis is placed on sight-reading, critical listening skills, and vocal technique. Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized (May earn two credits per year). Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4188 ADVANCED CHORUS 11, 12 Prerequisites: Beginning Chorus & Intermediate Chorus Students taking Advanced Chorus develop musicianship and specific performance skills through ensemble and solo singing. The chorus may be composed of: (1) male chorus, (2) female chorus, (3) mixed chorus or any combination thereof. Activities create the development of a quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. Chorus classes provide instruction in creating, performing, conducting, listening to, and analyzing, in addition to focusing on the specific subject matter. Students develop the ability to understand and convey the composer s intent in order to connect the performer with the audience. Students have the opportunity to experience live performances by professionals during and outside of the school day. A limited amount of time, outside of the school day, may be scheduled for dress rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students must participate in performance opportunities, outside of the school day, that support and extend learning in the classroom. The choral repertoire must be of the highest caliber. Mastery of basic choral technique must be evident. Areas of refinement include a cappella singing, sight-reading, and critical listening skills. 32

33 Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized (May earn two credits per year). Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4180 CHORAL CHAMBER ENSEMBLE 9, 10, 11, 12 Choral Chamber Ensemble is based on the Indiana Academic Standards for High School Choral Music. Student musicianship and specific performance skills in this course are enhanced through specialized small group instruction. The activities expand the repertoire of a specific genre. Chamber ensemble classes provide instruction in creating, performing, listening to, and analyzing music in addition to focusing on specific subject matter. Students develop the ability to understand and convey the composer s intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performance may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom. Admission to this course is by audition only Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4180W WOMEN S CHORAL CHAMBER ENSEMBLE 9, 10, 11, 12 Requirements: Student must be a female The Women s Choral Chamber Ensemble is based on the Indiana Academic Standards for High School Choral Music. Student musicianship and specific performance skills in this course are enhanced through specialized small group instruction. The activities expand the repertoire of a specific genre. Chamber ensemble classes provide instruction in creating, performing, listening to, and analyzing music in addition to focusing on specific subject matter. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside 33

34 of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom. Admission to this course is by audition only Credits: a 1-term course for 1 credit. The nature of this course allows for successive terms of instruction at an advanced level provided that defined proficiencies and content standards are utilized. Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4204 PIANO AND ELECTRONIC KEYBOARD 9, 10, 11, 12 Piano and Electronic Keyboard is based on the Indiana Academic Standards for High School Music Technology and Instrumental Music. Students taking this course are offered keyboard classes in order to develop music proficiency and musicianship. Students perform with proper posture, hand position, fingering, rhythm, and articulation; compose and improvise melodic and harmonic material; create and perform simple accompaniments; listen to, analyze, sight-read, and study a variety of keyboard literature; study the elements of music as exemplified in a variety of styles; and make interpretive decisions. Laboratory course beginners only Credits: a 1-term course for 1 credit Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4200 APPLIED MUSIC 9, 10, 11, 12 Applied Music is based on the Indiana Academic Standards for High School Choral or Instrumental Music. Applied Music offers high school students the opportunity to receive small group or private instruction designed to develop and refine performance skills. A variety of music methods and repertoire is utilized to refine students abilities in performing, creating, and responding to music. Laboratory course 34

35 Credits: a 1-term course for 1 credit Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4202 ELECTRONIC MUSIC 9, 10, 11, 12 Electronic Music is based on the Indiana Academic Standards for High School Music Technology. Students taking this course are provided with a wide variety of activities and experiences to develop skills in using electronic media and current technology to perform, create, and respond to music. Laboratory course Credits: a 1-term course for 1 credit Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4208 MUSIC THEORY AND COMPOSITION 11, 12 Prerequisite: Instructor s Permission Music Theory and Composition is based on the Indiana Academic Standards for Music and standards for this specific course. Students develop skills in the analysis of music and theoretical concepts. They develop ear training and dictation skills, compose works that illustrate mastered concepts, understand harmonic structures and analysis, understand modes and scales, study a wide variety of musical styles, study traditional and nontraditional music notation and sound sources as tools for musical composition, and receive detailed instruction in other basic elements of music. Laboratory course Credits: a 1-term course for 1 credit Fulfills requirement for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 35

36 THEATRE 0518 MUSICAL THEATRE 10, 11, 12 Students study the history of musical theatre and its place in today s society. They participate in staging, choreographing, rehearsing, and performing an original or existing musical work. This class may be taught collaboratively among music, theatre, dance, and visual arts faculty. These activities should incorporate elements of theatre history, culture, analysis, response, creative process and integrated studies. In the area of: - Theatre History and Culture: Students recognize and study significant works of musical theatre, analyze the significance of the art form, how it has evolved, and its place in our culture today. - Analysis and Response: Students analyze the elements and structure of musical theatre and develop and apply criteria to make informed judgments about the art form. - The Creative Process: Students participating in staging, choreographing, rehearsing, and performing and existing or original work of musical theatre. - Integrated Studies: Students make connections between musical theatre and disciplines outside the arts and understand the nature of musical theatre as a fully integrated art form. Additionally, students explore career opportunities in the theatre, attend and critique theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community. Credits: a 1-term course for 1 credit Does not fulfill the Fine Arts requirement of the Core 40 with Academic Honors Diploma but counts as an elective for any diploma 36

37 ENGLISH/LANGUAGE ARTS INTRODUCTION A balance of reading, writing, listening, speaking, grammar, literature, and media studies are the most important academic functions in every area of learning not just as individual subject areas. Reading and language arts is not just something we should do primarily to be used to develop a competent and competitive work force but, further, to connect ourselves more fully with others in our society and the world. Teachers, then, created a sense of community within the classroom as they share this knowledge and help students to understand all aspects of reading and the language arts, including the ability to think critically, and then act on this knowledge that empowers both teachers and students to expand beyond the classroom into the larger societal community. The goal of the study of literature is to provide students with frequent and continual opportunities to: (1) learn and apply essential skills in reading and writing; (2) read widely to build a better understanding of various types of texts, genres, and cultures of our country and those in other parts of the world; (3) read well; (4) acquire new information that will assist in responding to the needs of the workplace and society as a whole; and (5) make reading a lifelong pursuit. Literature courses provide students with opportunities to respond to literature critically, reflectively, and imaginatively both in writing and speaking and to develop concepts and strategies for making independent critical evaluations of literature. These types of courses enhance students awareness of various cultures and develop a sense of identity. Literature courses include reading for pleasure and expose students to reading materials available in school media centers and public libraries. The goal of composition is to provide students with frequent and continual opportunities to learn and apply essential skills in writing, using a process that includes: (1) prewriting, (2) drafting, (3) revising, (4) editing, and (5) producing a final, corrected product. Strategies should include evaluating and responding to the writing of others. In addition to instruction in creating clear, coherent, and organized paragraphs and multi-paragraph essays for a variety of audiences and purposes, the courses teach strategies for collecting and transforming data for use in writing as well as teach criteria to use in the evaluation and revision of various types of writing. Instruction in grammar, usage, and mechanics is integrated with writing instruction so that students develop a common language for discussion. All writing in its final publication form follows accepted conventions of language, style, mechanics, and format. The State Board of Education requires eight credits in English/Language Arts for graduation from Indiana high schools. All courses should be based on Indiana s Academic Standards for English/Language Arts. The courses that meet Indiana Core 40 requirements should also meet the Indiana Academic Standards. A course that primarily emphasizes the completion of: (1) forms, (2) letter writing, (3) worksheets, and (4) skill-and-drill does not meet the 37

38 English/Language Arts graduation requirements. These courses must assist students in developing skills in all aspects of reading and language arts, especially the ability to think critically. The Language Arts Department strongly recommends that students pass both terms in each grade level before beginning the next grade level of English. Students should not take two English courses at the same time. Experience has shown that taking two classes at one time often results in lower grades in both classes, or at least one failure. Students who take English classes without following listed prerequisites, or who take two English classes at once, must seek permission from the Language Arts Department. Permission will be granted only when students have extreme scheduling problems. 1002A, 1002B ENGLISH 9 9, 10, 11, 12 English 9 an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 9-10, is a study of language, literature, composition, and oral communication, focusing on literature within an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write responses to literature, expository (informative), narrative, and argumentative/persuasive compositions, and sustained research assignments. Students deliver 2 grade-appropriate oral presentations with attention to audience and purpose and access, analyze, and evaluate online information. Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 1002HA, 1002HB ENGLISH 9 HONORS 9 Enrollment Criteria: The student must have a B+ or higher average in 7 th and 8 th grade English classes. In addition, scores from the 8 th grade ISTEP, 8 th grade NWEA test, and the STAR Reading test will be reviewed. Teacher recommendation will also be considered. This two-term course is for Advanced Level English 9 students to further develop their use of language as a tool for learning and thinking and as a source of leisure. The composition component of language arts requires students to write extensively for various audiences and purposes while strengthening skills in paragraph and multi-paragraph writing. Composition also provides opportunities to create multiple types of writing, including expository essays of 38

39 persuasion and literary analysis, and technical writing assignments. Oral communication (speech) emphasizes effective listening and speaking techniques and provides opportunities or students to integrate other reading and language arts skills as they learn to express ideas verbally. Student expectations emphasize both making presentations and being critical participants and listeners. Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 1004A, 1004B ENGLISH 10 10, 11, 12 Prerequisite: English 9 or English 9 Honors English 10 an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 9-10, is a study of language, literature, composition, and oral communication, focusing on literature within an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write responses to literature, expository (informative) and argumentative/persuasive compositions, and sustained research assignments. Students deliver 2 grade-appropriate oral presentations with attention to audience and purpose and access, analyze, and evaluate online information. Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas ENGLISH 10 HONORS Prerequisite: Successful completion of English 9 Honors (A & B) with a grade of B or better, by teacher recommendation based on documentation indicating the student meets the qualifying criteria established for admission. 1004HA, 1004HB Enrollment Criteria for students new to the honors program: The student must (1) have a B+ or higher average in 9 th grade English classes. (2) Have EXPLORE English (14) and Reading Test (16) scores at or above benchmark scores for College and Career Readiness. (3) Permission by instructor. NOTE: Students who receive a C- after English 10A Honors will be placed on probationary period for the second (B) term. Those who receive a D+ or lower will be placed back into English 10 (after term A), but DO NOT have to retake English 10A unless the students fails. This two-term course is for English 10 Honors students reinforces continues to make full use of the activities and skills of English 9 Honors. The composition component gives honors students 39

40 the opportunity to write well-organized analytical, narrative, and expository writings. The formal study of grammar, usage, spelling, and language mechanics is integrated into the study of writing. In the speech component, honors students are provided with opportunities to develop greater skill in choosing and employing different elements of effective oral communication. Honors students are expected to present a minimum of four presentations throughout the terms. The literature component focuses on opportunities to respond critically, reflectively, and imaginatively to literature; practice distinguishing among the different types of contents and purposes language can hold; and identifying and forming conclusions about the literature they read. Honors students are provided with opportunities to use skills acquired in English class in real-life situations to benefit the school and the community. Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 1006A, 1006B ENGLISH 11 11, 12 Prerequisite: English 10 (A & B) or English 10 Honors (A & B) English 11 an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 11-12, is a study of language, literature, composition, and oral communication focusing on literature within an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate in classic and contemporary literature balanced with nonfiction. Students write narratives, responses to literature, academic essays (e.g. analytical, persuasive, expository, summary), and more sustained research assignments incorporating visual information in the form of pictures, graphs, charts and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information. Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas ENGLISH 11 HONORS Prerequisite: Successful completion of English 10 Honors (A & B) with a grade of B or better, or by teacher recommendation based on documentation indicating the student meets the qualifying criteria established for admission. 1006HA, 1006HB 40

41 Enrollment Criteria for students new to the honors program: (1) Have passed the 10 th grade End of Course Assessment (English 10 ECA); (2) Received a score above the national average on the verbal sections of the PSAT taken during sophomore year; and (3) Hold a B+ average in all previous high school English classes. (4) Have PLAN English (15) and Reading (17) test scores at or above the benchmark scores for College and Career Readiness. NOTE: Students who receive a C- after English 1aA Honors will be placed on probationary period for the second (B) term. Those who receive a D+ or lower will be placed back into English 11 (after term A), but DO NOT have to retake English 11A unless the students fails. English 11 Honors is designed for the high achieving junior student. Through an integrated study of literature, composition and oral communication, English 11 Honors students further develop their use of language as a tool for learning and thinking and as a source of pleasure. English 11 Honors incorporates a survey of American Literature from different periods, ranging from the early 1600 s to the present, including the reading of two American novels. Projects that require both individual and group work to synthesize major themes from the novel as well as an understanding of the time period will be required. The composition component of English 11 Honors provides students with opportunities to produce a variety of forms including synthesis and analysis of information from a variety of sources in the form of an in-depth advanced research paper. The formal study of grammar, usage, spelling and language mechanics is integrated into the study of writing. Using technology, students receive instruction and practice in the writing process including prewriting, drafting, revising, editing, and publishing. Students are given the opportunity to learn the usage of one of the manuals of style such as Modern Language Association (MLA). Oral communication continues to emphasize effective listening and speaking techniques. This includes providing opportunities for students to integrate other reading and language arts skills while learning to express ideas verbally. Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 1008A, 1008B ENGLISH 12 Prerequisite: English 11 (A & B) or English 11 Honors (A & B) English 12 an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 11-12, is a study of language, literature, composition, and oral communication focusing on an exploration of view or perspective across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate in classic and contemporary literature balanced with nonfiction. Students write narratives, responses to literature, academic essays (e.g. analytical, persuasive, expository, summary), and more sustained research assignments incorporating visual information in the form of pictures, graphs, 41

42 charts and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information. Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas ADVANCED ENGLISH/LANGUAGE ARTS COLLEGE CREDIT Advanced College Project 12 Prerequisite: English 11 Honors (A & B) or permission of instructor By application per Indiana University Standards (must take SAT or ACT): 1) Students must have a minimum of a 3.0 cumulative GPA 2) Students must have a minimum of 500 on the Critical Reading Section of the SAT OR a 21 minimum on the English and Reading Sections of the ACT 1124A, 1124B Advanced English/Language Arts College Credit, is an advanced course based on Indiana s Academic Standards for English/Language Arts. Advanced English/Language Arts College Credit is a title cover (1) any English language, literature, and composition advanced course offered for credit by an accredited post-secondary institution through an adjunct agreement with a secondary school, or (2) any other post-secondary English language, literature, and composition course offered for dual credit under the provisions of 511 IAC The Advanced College Project is a partnership program between Indiana University and Bremen High School. ACP English provides credit to qualified high school students while simultaneously allowing students to purchase up to six hours of college credit from I.U. (Term A is W131, freshman composition (3 hours), and Term B is L202, the introduction to literature course (3 hours). The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. In Term A, students in W131 examine issues in varied disciplinary fields and cultivate reading, writing, and analytic skills. Students summarize arguments, identify the structure of claims, and examine the strength of evidence offered in support of those claims. Through a sequence of analytical responses, students demonstrate not only that they comprehend the argument of experts but also formulate, articulate, and defend claims of their own. In Term B, students in La202 explore the process of literary analysis. Students use techniques for close reading to develop a framework for articulating and supporting interpretations,, and work with an array of classic and contemporary texts including short story, poetry, drama, film, and novels. Students do extensive reading, write in response to literature, raise significant questions of themselves and of the text, and discover interrelationships among the works studied. The ultimate goal is for students to formulate precise, thoughtful, and in-depth responses to their reading, using the analytical powers they developed in W131.While La202 is not generally a required college course, it often meets the literature elective many college majors require. 42

43 Credits: a 2-term course, 1 credit per term Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas NOTE: Only dual high school/college credit courses listed on the Core Transfer Library fulfill the additional requirements of the Core 40 with Academic Honors diploma Courses that use this title are those that do not meet specific high school standards for a corresponding high school course, as they are standards beyond what is taught in the high school 1086 STUDENT MEDIA 9, 10, 11, 12 Prerequisite: Preferred grade of a B average or higher in English classes (or a B average or higher in Business or Photography classes) or a 3.0 GPA Student Media, a course based on the High School Journalism Standards and the Student Media Standards, is the continuation of the study of journalism. Students demonstrate their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading. Students work on high school publications or media staffs so that they may prepare themselves for career paths in journalism, communications, writing, or related fields. Students MUST be able to work independently to problem solve and complete projects in a timely matter to meet deadline. Students MUST also be able to work together as a team with other students in the class. Credits: 1-8 credits The nature of this course allows for successive semesters of instruction at advanced levels. May be offered over three or four years by subtitling the course with Beginning, Intermediate, or Advanced. Counts as an Elective for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas Fulfills the Fine Arts requirement for the Core 40 with Academic Honors NOTE: This is the designated school newspaper or yearbook course Journalism Academic Career Path form; High School Journalism Standards; Student Publication Standards: 43

44 ADVANCED ENGLISH/LANGUAGE ARTS COLLEGE CREDIT Advanced College Project Public Oral Communication 11, 12 Prerequisite: English 10 Honors (A & B) or permission of instructor By application per Indiana University Standards (must take SAT or ACT) Juniors: 3.0 cumulative GPA and an A- average in English courses Seniors: 3.0 cumulative GPA and a B average in English courses 1124S P155 Public Oral Communication is an advance course based on Indiana s Academic Standards for English/Language Arts. ACP Speech continues with the skills learned in sophomore and junior speech assignments. The course prepares students in the liberal arts to communicate effectively with public audiences. The course emphasizes oral communication as practiced in public contexts: how to advance reasoned claims in public; how to adapt public oral presentations to particular audiences; how to listen to, interpret, and evaluate public discourse; and how to formulate a clear response. The Advanced College Project is a partnership program between Indiana University and Bremen High School. ACP provides credit to qualified high school students while simultaneously allowing students to purchase up to three hours of college credit from I.U. The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. Credits: a 1-term course for 1 credit Fulfills an English/Language Arts requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas NOTE: Only dual high school/college credit courses listed on the Core Transfer Library fulfill the additional requirements of the Core 40 with Academic Honors diploma Courses that use this title are those that do not meet specific high school standards for a corresponding high school course, as they are standards beyond what is taught in the high school 1048 THEMES IN LITERATURE 11, 12 Prerequisites: English 9, English 10, or teacher recommendation Themes in Literature is a study of universal themes, such as the journey of the hero, the search for identity, and other themes appropriate to the level and interests of the students. The course may be limited to a few important related themes. Students examine representative works in various genres by authors of diverse eras and nationalities and the way themes may be treated 44

45 differently in the works because of cultural context. This course includes a research paper and oral communication to fulfill the Language Arts requirements. Credits: 1-4 credits. This course is used as an alternative credit for any grade level English course after at least two (2) attempts have been made to obtain the English credit in English 9, 10, 11, 12. Counts as an English/Language Arts credit for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas. This course is for students who need an alternative course and additional support in all the language arts (reading, writing, speaking and listening), especially in writing ENGLISH AS A NEW LANGUAGE Prerequisites: Based on English proficiency placement test results, Level 1 and 2 students will be placed in ENL GOAL: The intent of the ENL course is to move students as successfully, smoothly, and rapidly as possible into the Core 40 English courses offered in grades English as a New Language, an integrated English course based on Indiana s English Language Proficiency (ELP) Standards, is the study of language, literature, composition and oral communication for Limited English Proficient (LEP) students so that they improve their proficiency in listening, speaking, reading, writing and comprehension of standard English. Students study English vocabulary used in fictional texts and content-area texts, speak and write English so that they can function within the regular school setting and an English-speaking society, and deliver oral presentations appropriate to their respective levels of English proficiency. Credits: a 2-term course, 1 credit per term. The nature of this course allows for successive semesters of instructors at advanced levels (up to a maximum of four credits). English/Language Arts credit (1012): If ENL course work addresses Indiana s Academic Standards for English/Language Arts, up to four (4) credits accrued can be counted as part of the eight (8) required English/Language Arts credits for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. World Language credit (2188): If ENL course work addresses Indiana s Academic Standards for World Languages and is teak concurrently with another English/Language Arts course, up to four (4) credit accrued may count as World Language credits for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas. Language Proficiency Standards: 45

46 1022 BIBLICAL LITERATURE 11, 12 Prerequisites: English 9, English 10, or teacher recommendation Biblical Literature, a course based on the Indiana Academic Standards for English/Language Arts, is a study of the Bible, viewed from a literary standpoint, as a source of a wide variety of literary patterns, themes, conventions. Students examine the different books in relation to the various historical time frames of the books and in relation to related literature as it pertains to Biblical themes. Students read, discuss, and write about Biblical references (allusions) in both classical and modern literature, formation of a canonical Bible, inclusion of apocryphal and heretical writings, oral versus literate transmission of sacred history and doctrine, and questions and problems of interpretation. Credits: a 1-term course for 1 credit 1092 CREATIVE WRITING 11, 12 Prerequisites: English 9, English 10, or teacher recommendation Creative Writing, a course based on Indiana s Academic Standards for English/Language Arts, is a study application of the rhetorical (effective) writing strategies for prose and poetry. Using the writing process, students demonstrate a command of vocabulary, the nuances of language and vocabulary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing. This class devotes six weeks to poetry and six weeks to fiction. Credits: a 1-term course for 1 credit 46

47 FOREIGN LANGUAGE 2120A, 2120B SPANISH I 9, 10, 11, 12 Spanish I, a course based on Indiana s Academic Standards for World Languages, introduces students to effective strategies for beginning Spanish language learning, and to various aspects of Spanish-speaking culture. This course encourages interpersonal communication through speaking and writing, providing opportunities to make and respond to basic requests and questions, understand and use appropriate greetings and forms of address, participate in bried guided conversations on familiar topics, and write short passages with guidance. This course also emphasizes the development of reading and listening comprehension skills, such as reading isolated words and phrases in a situational context and comprehending brief written or oral directions. Additionally, students will examine the practices, products and perspectives of Spanish-speaking culture; recognize basic routine practices of the target culture; and recognize and use situation-appropriate non-verbal communication. This course further emphasizes making connections across content areas and the application of understanding Spanish language and culture outside of the classroom. Credits: a 2-term course, 1 credit per term Fulfills a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma. 2122A, 2122B SPANISH II 10, 11, 12 Prerequisite: Recommended Spanish I with a C- or higher or pass a placement test Spanish II, a course based on Indiana s Academic Standards for World Languages, builds upon effective strategies for Spanish language learning by encouraging the use of the language and cultural understanding for self-directed purposes. This course encourages interpersonal communication through speaking and writing, providing opportunities to make and respond to requests and questions in expanded contexts, participate independently in brief conversations on familiar topics, and write cohesive passages with greater independence and using appropriate formats. This course also emphasizes the development of reading and listening comprehension skills, such as using contextual clues to guess meaning and comprehending longer written or oral directions. Students will address the presentational mode by presenting prepared material on a variety of topics, as well as reading aloud to practice appropriate pronunciation and intonation. Additionally, students will describe the practices, products and perspectives of Spanish-speaking culture; report on basic family and social practices of the target culture; and describe 47

48 contributions from the target culture. This course further emphasizes making connections across content areas and the application of understanding Spanish language and culture outside of the classroom. Credits: a 2-term course, 1 credit per term Fulfills a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma 2124A, 2124B SPANISH III 11, 12 Prerequisite: Recommended Spanish II with a C- or higher Spanish III, a course based on Indiana s Academic Standards for World Languages, builds upon effective strategies for Spanish language learning by facilitating the use of the language and cultural understanding for self-directed purposes. This course encourages interpersonal communication through speaking and writing, providing opportunities to initiate, sustain and close conversations; exchange detailed information in oral and written form; and write cohesive information with greater detail. This course also emphasizes the continued development of reading and listening comprehension skills, such as using cognates, synonyms and antonyms to derive meaning from written and oral information, as well as comprehending detailed written or oral directions. Students will address the presentational mode by presenting student-created material on a variety of topics, as well as reading aloud to practice appropriate pronunciation and intonation. Additionally, students will continue to develop understanding of Spanish-speaking culture through recognition of the interrelations among the practices, products and perspectives of the target culture; discussion of significant events in the target culture; and investigation of elements that shape cultural identity in the target culture. This course further emphasizes making connections across content areas as well the application of understanding Spanish language and culture outside of the classroom. Credits: a 2-term course, 1 credit per term Fulfills a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma 2132A, 2132B SPANISH LANGUAGE, ADVANCED PLACEMENT SPANISH IV 11, 12 Prerequisite: Recommended Spanish III with a C- or higher Spanish Language, Advanced Placement is a course based on content established by the College Board. Emphasizing the use of the Spanish language for active communication, the AP Spanish Language course has as its objective the development of advanced listening comprehension, 48

49 reading without the use of a dictionary, expanded conversational skills, fluent and accurate written expression, and strong command of vocabulary and structure of the Spanish language. Course content might best reflect interests shared by the students and the teacher, e.g. the arts, current events, sports, etc. The AP Spanish Language course seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions should also be emphasized. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: Credits: a 2-term course, 1 credit per term Fulfills a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma HEALTH AND PHYSICAL EDUCATION Academic Content Standards Teacher Requirements Curriculum Resource Framework INTRODUCTION Physical Education I and II, as well as Elective Physical Education are based on Indiana s Academic Standards for Physical Education, and identify what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Through a variety of instructional strategies, students practice skills that demonstrate: competency in motor skills and movement patterns needed to perform a variety of physical activities; understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities; regular participation in physical activity to achieve and maintain a health-enhancing level of physical fitness; responsible personal and social behavior that respects self and others in physical activity settings; value for physical activity for health, enjoyment, challenge, self-expression, and/or social interaction; and physical activity as critical to the development and maintenance of good health. 49

50 3542 PHYSICAL EDUCATION I 9, 10 Physical Education I focuses on instructional strategies through a planned, sequential, and comprehensive physical education curriculum which provide students with opportunities to actively participate in at least four of the following: team sports; dual sport activities; individual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnastics; and dance, all which are within the framework of lifetime physical activities and fitness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modified for individuals with disabilities, in addition to those with IEP s and 504 plans (e.g. chronic illnesses, temporary injuries, obesity, etc.). See 511 IAC , Fulfills part of the Physical Education requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Recommended: Classes are co-educational unless the activity involves bodily contact or groupings based on an objective standard of individual performance developed and applied without regard to gender Adapted physical education must be offered, as needed, in the least restricted environment and must be based upon an individual assessment. As a designed laboratory course, 25% of course time must be spent in activity A P.E. uniform, purchased by the student, is required to be worn each day of class PHYSICAL EDUCATION II 9, 10 Prerequisite: Physical Education I Physical Education II focuses on instructional strategies through a planned, sequential, and comprehensive physical education curriculum which provide students with opportunities to actively participate in at least four of the following: team sports; dual sport activities; individual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnastics; and dance, all which are within the framework of lifetime physical activities and fitness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modified for individuals with disabilities, in addition to those with IEP s and 504 plans (e.g. chronic illnesses, temporary injuries, obesity, etc.). See 511 IAC , Fulfills part of the Physical Education requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Recommended: Classes are co-educational unless the activity involves bodily contact or groupings based on an objective standard of individual performance developed and applied without regard to gender 50

51 Adapted physical education must be offered, as needed, in the least restricted environment and must be based upon an individual assessment. As a designed laboratory course, 25% of course time must be spent in activity A P.E. uniform, purchased by the student, is required to be worn each day of class. Students should consider the Alternative PE II Credit Option prior to enrolling in the course (See page 54) 3560ZA, 3560ZC ELECTIVE PHYSICAL EDUCATION Zero Hour 10, 11, 12 Prerequisite: Physical Education I & II The Athletic Performance training course promotes the enhancement of skills associated with high-level athletic performance such as strength training, plyometric, agility, speed and power training, core strength, and flexibility. It includes the study of physical development concepts and principles of exercise as well as opportunities to develop or refine skills and attitudes that promote improved athletic performance. Students have the opportunity to design and develop an appropriate personal fitness program in conjunction with the Bigger-Faster-Stronger weight training program that enables them to achieve an improved level of athletic performance. This course was specifically designed for those athletes with previous exposure to advanced training techniques and who desire to pursue continued athletic competition at the collegiate level. Elective Physical Education, a course based on selected standards from Indiana s Academic Standards for Physical Education, identifies what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in one or more specific areas. A minimum of two of the following activities should be included: team sports; dual activities; individual physical activities; outdoor pursuits; selfdefense and marital arts; aquatics; gymnastics; and dance. It includes the study of physical development concepts and principles of sport and exercise as well as opportunities to develop or refine skills and attitudes that promote lifelong fitness. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modified for individuals with disabilities, in addition to those who IEP s and 504 plans (e.g. chronic illnesses, temporary injuries, obesity, etc.). See 511 IAC , Credits: a 1-term course for 1 credit or upon mastery of course standards. There is no maximum amount of credits that may be earned provided that there is no course or skill level duplication. 51

52 Counts as an Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. Recommended: Classes are co-educational unless the activity involves bodily contact or groupings based on an objected standard of individual performance developed and applied without regard to gender. Adapted physical education must be offered, as needed, in the least restricted environment and must be based upon an individual assessment. As designated laboratory course, 25% of course time must be spent in activity ELECTIVE PHYSICAL EDUCATION LIFELONG PHYSICAL FITNESS 10, 11, 12 Prerequisite: Physical Education I & II The Lifelong Physical Fitness course promotes the enhancement of skills associated with highlevel athletic performance such as strength training, plyometric, agility, speed and power training, core strength, and flexibility. It includes the study of physical development concepts and principles of exercise as well as opportunities to develop or refine skills and attitudes that promote improved athletic performance. Students have the opportunity to design and develop an appropriate personal fitness program in conjunction with the Bigger-Faster-Stronger weight training program that enables them to achieve an improved level of athletic performance. This course was specifically designed for those athletes with previous exposure to advanced training techniques and who desire to pursue continued athletic competition at the collegiate level. Elective Physical Education, a course based on selected standards from Indiana s Academic Standards for Physical Education, identifies what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in one or more specific areas. A minimum of two of the following activities should be included: team sports; dual activities; individual physical activities; outdoor pursuits; selfdefense and marital arts; aquatics; gymnastics; and dance. It includes the study of physical development concepts and principles of sport and exercise as well as opportunities to develop or refine skills and attitudes that promote lifelong fitness. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modified for individuals with disabilities, in addition to those who IEP s and 504 plans (e.g. chronic illnesses, temporary injuries, obesity, etc.). See 511 IAC ,

53 Credits: a 1-term course for 1 credit or upon mastery of course standards. There is no maximum amount of credits that may be earned provided that there is no course or skill level duplication. Counts as an Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. Recommended: Classes are co-educational unless the activity involves bodily contact or groupings based on an objected standard of individual performance developed and applied without regard to gender. Adapted physical education must be offered, as needed, in the least restricted environment and must be based upon an individual assessment. As designated laboratory course, 25% of course time must be spent in activity HEALTH & WELLNESS 10, 11, 12 Health & Wellness, a course based on Indiana s Academic Standards for Health & Wellness, provides the basis to help students adopt and maintain healthy behaviors. Health education should contribute directly to a student s ability to successfully practice behaviors that protect and promote health and avoid or reduce health risks. Through a variety of instructional strategies, students practice the development of functional health information (essential concepts): determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain healthenhancing behaviors. This course includes the application of priority areas in a planned, sequential, comprehensive health and education curriculum. Priority areas include: promoting personally health and wellness, physical activity, healthy eating promoting safety and preventing unintentional injury and violence, promoting mental and wellness, physical activity, healthy eating, promoting safety and preventing unintentional injury and violence, promoting mental and emotional health, a tobacco-free lifestyle and an alcohol- and other drug-free lifestyle and promoting human development and family health. The course provides students with the knowledge and skills of health and wellness core concepts, analyzing influences, accessing information, interpersonal communication, decision-making and goal-setting skills, healthenhancing behaviors, and health and wellness advocacy skills. Credits: a 1-term course for 1 credit Fulfills the Health & Wellness requirement for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas 53

54 3508 CURRENT HEALTH ISSUES 11, 12 Prerequisite: Health & Wellness Current Health Issues, an elective course that can be aligned to Indiana s Academic Standards for Health & Wellness, focuses on specific health issues and/or emerging trends in health and wellness, but not limited to: personal health and wellness; non-communicable and communicable diseases; nutrition; mental and emotional health; tobacco-prevention; alcohol and other drug-prevention; human development and family health; health care and/or medical treatments; and national and/or international health issues. This course provides students with the knowledge and skills of health and wellness core concepts, analyzing influences, accessing information, interpersonal communication, decision-making and goal-setting skills, healthenhancing behaviors, and health and wellness advocacy skills. This course will also cover medical technology, health careers, and basic anatomy. Credits: a 1-term course for 1 credit Counts as an Elective for General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas ALTERNATIVE PHYSICAL EDUCATION II CREDIT (P.E. Waiver) The Indiana State Board of Education has provided flexibility to adapt the high school physical education requirements for students who demonstrate proficiency through other means. The Indiana Academic Standards for Physical Education will still be required, but schools have flexibility in adapting the P.E. curriculum to determine proficiency. Program Requirements: All students will be expected to complete on trimester of Physical Education I either during the summer BHS, Term #1, Term #2 of their freshman or sophomore year of high school. Physical Education II, a second trimmest of P.E., is also required course for graduation; however, this credit can be earned by completing a season of IHSAA sanctioned sport or cheerleading, color guard, or marching band season. Students transferring into the school district after their freshman year must complete the P.E. II requirement would need to be pre-approved by the BHS Administration. The student requesting the waiver must meet the physical education standards as defined by the Indiana Academic Standards for Physical Education. Most of the required standards will be included in the required Physical Education I trimester (12-week course). A complete season definition: Be an active member of the roster from the first practice to the final event for the entire season of the duration of the activity. Disciplinary or Academic Suspensions from the organization may result in forfeiture of credit as 54

55 determined by the coach, director, sponsor, or administration. The student will participate regularly in physical activity, demonstrated by participation in over 90% of group activities (injury-free), or 66% due to a major injury (a physician signature required). Retroactive credits will not be given for seasons prior to the school year, and eligibility for the alternative P.E. credit will begin with the class of 2020 (the freshman of ) AND any upperclassman who was not enrolled at BHS during the previous ( ) school year. The Principal, the P.E. Department Chairperson, and the Sponsor of the organization will collaborate to determine whether the standards will be met for the candidate petitioning for a waiver. At the conclusion of the season of activity, the coach, director, or sponsor of the organization will provide a roster of eligible students to the Guidance Department. The designated Guidance Counselor will confirm successful participation and place the credit on the student s transcript as a trimester grade, and the letter grade will be the same grade that the student earned in P.E. I. An F grade will not be placed on the student s transcript for the Alternative P.E. credit. A passing grade in both P.E. I and P.E. II is a diploma requirement. A student who fails to complete the season due to an injury/illness, as documented by a physician s signature will have one more opportunity to complete this alternative program. The Student Must: 1) Communicate his/her intention to participate in the Alternative Physical Education Credit option during the course selection process that occurs each spring. School Counselors will monitor this process. 2) Complete, sign, and return the Alternative Physical Education Credit Pledge (see next page) prior to August 31 st for the fall season and January 31 st for the winter/spring seasons (check the contract for a list of sports/activities that are assigned to each season). This document should be returned directly to the Guidance Department. 3) At the conclusion of the season or activity, a schedule of practices and games/events must be submitted to the Guidance Department, along with a 300-word (minimum), typed, reflection paper of the student s participation in the sport or activity. These documents, submitted to the Guidance Department on the final day of the trimester in which credit is expected, should focus on completing one of the three following statements: Through participation in the season, I learned the value of lifetime fitness. Here are examples of what we did during the activity and how they relate to a lifetime of fitness Here are five emotional or mental benefits I gained by participating in regular physical activity during the season. After speaking with five students who participated in the same activity with me this season, I determined the reason we chose this activity was Guidelines established in January of

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57 MATHEMATICS To meet the requirements for Core 40, a student MUST successfully complete the level of Algebra II. ECA waivers require a C average in Core 40 classes, or a C average in all courses required for graduation. STUDENTS TAKING MATH MUST SUCCESSFULLY COMPLETE BOTH TERMS IN EACH COURSE BEFORE BEGINNING THE NEXT LEVEL OF MATH. STUDENTS WHO FIL A TERM OF MATH SHOULD MEET WITH THEIR GUIDANCE COUNSELOR TO REDESIGN THEIR SCHEDULE. ONCE A STUDENT HAS BEGUN A MATH COURSE, THE STUDENT WILL NOT BE ALLOWED TO DROP TO A LOWER LEVEL OF MATH WITHOUT THE PERMISSION AND RECOMMENDATION OF THE INSTRUCTOR. Failure due to a student s repeated lack of completion of homework, or other assignments and projects, will not qualify a student for this type of consideration. While calculators will be used to allow students to reduce time spent on homework assignments from time to time, students should not be dependent on these tools in testing situations. REMEDIATION Selected students who do not pass the required Algebra I ECA test will receive remediation services. 2520A, 2520B ALGEBRA I 9, 10, 11, 12 Algebra Recommendation: For incoming freshmen, in order to move on to Geometry, students should have met two of the three following recomendations: Completion of Algebra I in 7 th or 8 th grade with a B or better Spring NWEA mat score of 250 or higher Teacher recommendation If two of the three recommendations listed above are not met, freshmen will be advised to repeat Algebra I during their first year at BHS. Algebra I formalizes and extends the mathematics students learned in the middle grades. Five critical areas comprise Algebra I: Relations and Functions; Linear Equations and Inequalities; Quadratic and Nonlinear Equations; Systems of Equations and Inequalities; and Polynomial Expressions. The critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic 57

58 functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Credits: a 2-term course, 1 credit per term Fulfills the Algebra I/Integrated Mathematics I requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Students pursuing Core 40, Core 40 with Academic Honors, or Core 40 with Technical Honors diploma should receive credit for Algebra I by the end of Grade 9 Qualifies as a Quantitative Reasoning course for the General, Core 40, AHD, and THD diplomas 2532A, 2532B GEOMETRY 9, 10, 11, 12 Geometry formalizes and extends the students geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Six critical areas comprise the Geometry course: Congruency and Similarity; Measurement; Analytic Geometry; Circles; and Polyhedra. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school INCC The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Credits: a 2-term course, 1 credit per term Fulfills the Geometry/Integrated Mathematics II requirement for the Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas and counts as a Mathematics course for the General Diploma 2522A, 2522B ALGEBRA II 9, 10, 11, 12 Prerequisite: Algebra I, Geometry or Teacher Recommendation May be taken with Geometry Algebra II builds on work with linear, quadratic, and exponential functions and allows for students to extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the 58

59 properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problems situations. Credits: a 2-term course, 1 credit per term Fulfills the Geometry/Integrated Mathematics II requirement for the Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas and counts as a Mathematics course for the General Diploma Qualifies as a Quantitative Reasoning course for the General, Core 40, AHD, and THD diplomas 2564A, 2564B PRE-CALCULUS/TRIGONOMETRY 10, 11, 12 Prerequisite: Algebra II & Geometry Pre-Calculus/Trigonometry is a two-credit course that combines the material from Trigonometry and Pre-Calculus into one course. The foundations of algebra and functions developed in previous courses will be extended to new functions, including exponential and logarithmic functions, and to higher-level sequences and series. The course provides students with the skills and understandings that are necessary for advanced manipulation of angles and measurement. Students will also advance their understanding of imaginary numbers through an investigation of complex numbers and polar coordinates. The course is designed for students who expect mat to be a major component of their future college and career experiences, and as such it is designed to provide students with strong foundations for calculus and other high-level math courses. Credits: a 2-term course, 1 credit per term Counts as a Mathematics course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 2514A, 2514B CAREER AND COLLEGE READINESS BRIDGE MATH READY 11, 12 Prerequisite: Algebra II & Geometry The CCR Bridge: Math Ready course will include and reinforce the Algebra 1, Geometry, Algebra 2 and Statistics skills necessary to be ready for an entry-level college math course. This course emphasizes understanding of math concepts rather than just memorizing procedures. Math Ready students learn the context behind the procedure: why to use a certain formula or method to solve a problem, for example. This equips them with higher-order thinking skills in order to apply math skills, functions and concepts in different situations. The course is intended for 59

60 students who currently have achieved the minimum math requirements for college entry. The content of this course is designed to enhance students math skills so that they are ready for college-level math assignments. It is not designed to prepare students for college-level math in STEM majors. Recommended Grade Level: 11, 12 Recommended Prerequisites: Completion of Algebra Ii with a C+ or lower, less than a 500 on the PSAT math, and/or may not have passed the current state math assessment Credits: 2 semester course, 1 credit per semester Counts as a Mathematics Course for all diplomas 2544FA, 2544FB ADVANCED MATHEMATICS, COLLEGE CREDIT FINITE MATH Advanced College Project 12 Prerequisite: Algebra I, Algebra II, Geometry, Pre-Calculus/Trigonometry By application per Indiana University Standards (must take SAT) Advanced Mathematics, College Credit is a title covering (1) any advanced mathematics course offered for credit by an accredited post-secondary institution through an adjunct agreement with a secondary school, or (2) any other post-secondary mathematics course offered for dual credit under the provisions of 511 IAC The Advance College Project is a partnership program between Indiana University and Bremen High School. ACP Math provides Math credit to qualified high school students while simultaneously allowing students to purchase up to five hours of college credit from I.U. The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. Finite Mathematics is an umbrella of mathematical topics. It is a course designed for students who will undertake high-level mathematics in college that may not include calculus. Topics of study: Term 1: Sets and Partitions, Tree Diagrams and Counting, and Probability; Term 2: Systems of Linear Equations, Matrix Algebra and Applications, Marker Chains, and linear Programming. Credits: a 2-term course, 1 credit per term; based on Indiana s Common Core Standards for Finite Mathematics Counts as a Mathematics Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 60

61 2546 PROBABILITY AND STATISTICS 11, 12 Prerequisite: Algebra II Probability and Statistics includes the concepts and skills needed to apply statistical techniques in the decision-making process. Topics include: (1) descriptive statistics, (2) probability, and (3) statistical inference. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or surveys and analyze the resulting data. The use of graphing calculators and computer programs is encouraged. Credits: a 1-term course for 1 credit Counts as a Mathematics Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 2544CA, 2544CB ADVANCED MATHEMATICS, COLLEGE CREDIT CALCULUS Advanced College Project 12 Prerequisite: Algebra I, Algebra II, Geometry, Pre-Calculus/Trigonometry By application per Indiana University Standards (must take the SAT) Advanced Mathematics, College Credit is a title covering (1) any advanced mathematics course offered for credit by an accredited post-secondary institution through an adjunct agreement with a secondary school, or (2) any other post-secondary mathematics course offered for dual credit under the provisions of 511 IAC The Advance College Project is a partnership program between Indiana University and Bremen High School. ACP Math provides Math credit to qualified high school students while simultaneously allowing students to purchase up to five hours of college credit from I.U. The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. This course is also offered as AP (Advanced Placement). Calculus AB, Advanced Placement is a course based on content established by the College Board. Calculus AB is primarily concerned with developing the students understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Topics include: (1) functions, graphs, and limits; (2) derivatives; and (3) integrals. Technology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results. A comprehensive description of this course 61

62 can be found on the College Board AP Central Course Description web page at: Counts as a Mathematics Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas MULTI-DISCIPLINARY 0520 PEER TUTORING 11, 12 Must meet criteria Peer Tutoring provides high school students with an organized exploratory experience to assist students in kindergarten through grade twelve (K-12), through a helping relationship, with their studies and personal growth and development. The course provides opportunities for the students taking the course to develop a basic understanding of individual differences and to explore career options in related fields. Peer Tutoring experiences are preplanned by the teacher trainer and any cooperating teacher under whom the tutoring is to be provided. It must be conducted under the supervision of a licensed teacher. The course provides a balance of class work relating to the development of and use of: (1) listening skills, (2) communication skills, (3) facilitation skills, (4) decision-making skills, and (5) teaching strategies. Credits: a 1-term course for 1 credit (up to 2 credits). Students must log 4200 minutes (the equivalent of one 70 minute period for one term) to receive one credit. The 4200 minutes must be verified and they can be recorded throughout the entire school year to earn one credit. Students must have a GPA of 2.0 or higher Letter grades will not be issued; students will receive either a Pass / Fail on the transcript Counts as an Elective for all diplomas A student electing to Peer Tutor forfeits rights to a Study Hall 6441, 6442, 6443 PEER MENTORING Peer Mentoring is recommended to students who are interested in a profession working with people with special needs. This course offers peer mentors experience working with students in the elementary, middle school, and high school functional skills classes who have mild, 62

63 moderate, and severe special needs. Peer mentors assist students in functional skills classes with a variety of skills, such as functional academic skills, social skills, vocational training, community visits, PE, and leisure. Peer mentors will also participate in an online course and training to help them better understand their mentees, as well as the special education profession. Prerequisite: Peer Mentor Application and Approval from Miss Keiper Credits: One credit per term up to 2 credits per year Letter Grades will not be issued; students will receive either a Pass / Fail on the transcript Counts as an Elective for all diplomas 0502 CADET TEACHING EXPERIENCE 12 This elective course provides students in grade 12 organized exploratory teaching experiences in grades kindergarten through grade nine. All teaching experiences should be preplanned by the high school Cadet Teaching Experience teacher-trainer and the cooperating teacher(s) who are interested in supervising prospective teachers and providing them with pre-training experiences in one or more classes. This course provides a balance of class work relating to: (1) classroom organization, (2) classroom management, (3) the curriculum and instructional process, (4) observations of teaching, and (5) instructional experiences. Study topics and background reading provide the cadets information concerning the teaching profession and the nature of the cadet teachers assignments. Evaluation is based upon the cadet teachers cooperation, day-to-day practical performance, and class work including the cadets potential ability to teach. The total workload of the Cadet Teaching course is comparable to those for other subjects in the high school curriculum. Credits: a 1-term course for 1 credit Cadet teaching experience for high school students is limited to grades kindergarten through grade nine. Credit is granted on the same basis as any other course. 0500A, 0500B BASIC SKILLS DEVELOPMENT: JAG 11 (BAS SKLS) 11 Basic Skills Development is a junior level Jobs for America s Graduates (JAG) multidisciplinary course that provides students continuing opportunities to develop basic skills including: (1) reading, (2) writing, (3) listening, (4) speaking, (5) mathematical computation, (6) note taking, (7) study and organizational skills, and (8) problem-solving skills, which are essential for high school 63

64 course work achievement. Determination of the skills to be emphasized in this course is based on Indiana s standards and individualized plans. Skills selected for developmental work provide students with the ability to continue to learn in a range of different life situations. Recommended Grade Level: 11 Recommended Prerequisites: None Credits: Two trimesters (that count as electives for all diploma types) 0522A, 0522B CAREER INFORMATION AND EXPLORATION: JAG 12 (CARR INFO) 12 Career Information and Exploration is a senior level Jobs for America s Graduates (JAG) course that provides students with opportunities to learn about themselves and about various traditional and nontraditional occupations and careers. Students gain an awareness of the type of occupational preparation of training needed for various occupations and careers. Students develop skills in: (1) employability, (2) understanding the economic process, and (3) career decision-making and planning. Opportunities are provided for students to observe and participate in various job situations through field trips, internships, mock interviews, and guest speakers. Resume development and experience and career-related testing are also provided to students. Recommended Grade Level: 12 Recommended Prerequisites: None Credits: Two trimesters (that count as electives for all diploma types) SCIENCE INTRODUCTION Indiana s Academic Standards for Science 2010 were adopted by the State Board of Education in April They are organized by grade level from kindergarten through Grade 8 and by individual courses for high school. The standards contain both content and process standards. In grades K-8 the Process Standards precede the Content Standards and are organized as the nature of Science and the Design Process. In grades 9-12 the Process Standards precede the Content Standards for each course offering. Through Grade 8, the standards are organized in four content strands: (1) Physical Science; (2) Earth Science; (3) Life Science; (4) Science, Technology, and Engineering. High School courses each have a differing number of standards and each address a core concept in the given content area. 64

65 Rules of the State Board of Education for each diploma are as follows: GENERAL CORE 40 ACADEMIC HONORS TECHNICAL HONORS Four credits from more than one of the three major categories in Life Science, Physical Science, and Earth and Space Science Six credits in science: - 2 credits in Biology I - 2 credits in Chemistry I OR Physics I OR Integrated Chemistry-Physics - 2 additional credits in a Core 40 Science The same course requirements as the Core 40 diploma, but students must earn a grade of C in order for a course to count towards this diploma. In addition, students must have a grade point average of B or above The same course requirements as the Core 40 diploma, but students must earn a grade of C in order for a course to count towards this diploma. In addition, students must have a grade point average of B or above 3024A, 3024B BIOLOGY I 9, 10, 11, 12 Recommended: 9 th Grade only with a teacher recommendation Biology I is a course based on the following core topics: cellular chemistry, structure and reproduction; matter cycles and energy transfer; interdependence of organisms; molecular basis of heredity; genetics and evolution. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluation and communicating the results of those investigations according to accepted procedures. Credits: a 2-term course, 1 credit per term Fulfills the life science requirement for the General diploma Fulfills Biology credit for Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas 3044A, 3044B EARTH AND SPACE SCIENCE I 9, 10, 11, 12 Recommended: 9 th Grade only with a teacher recommendation Earth and Space Science I is a course focused on the following core topics: study of the earth s layers; atmosphere and hydrosphere; structure and scale of the universe; the solar system and earth processes. Students analyze and describe earth s interconnected systems and examine how earth s materials, landforms, and continents are modified across geological time. Instruction 65

66 should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures. Credits: a 2-term course, 1 credit per term Fulfills the earth and space science requirement for the General Diploma Fulfills Core 40 science credit for Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 3092A, 3092B ADVANCED SCIENCE, SPECIAL TOPICS ASTRONOMY Prerequisite: Earth and Space Science I, completion of or enrolled in Algebra II Advance Science, Special Topics is any science course which is grounded in extended laboratory, field, and literature investigations into one or more specialized science disciplines, such as astronomy. Students enrolled in this course engage in an in-depth study of the application of science concepts, principles, and unifying themes that are unique to that particular science discipline and that address specific technological, environmental or health-related issued. Under the direction of a science advisor, students enrolled in this course will complete an end-of-course project and presentation, such as a scientific research paper or science fair project, integrating knowledge, skills, and concepts from the student s course of study. Individual projects are preferred, but group projects may be appropriate if each student in the group has specific and unique responsibilities. Credits: a 1-term course for 1 credit Counts as a science course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas. 3064A, 3064B CHEMISTRY I 10, 11, 12 Prerequisite: Enrolled in or completed Algebra II Chemistry I is a course based on the following core topics: properties and states of matter; atomic structure; bonding; chemical reactions; solution chemistry; behavior of gases; and organic chemistry. Students enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures. Credits: a 2-termm course, 1 credit per term 66

67 Fulfills the requirement for physical science for the General diploma Fulfills Chemistry credit for Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas Qualifies as a Quantitative Reasoning course for the General, Core 40, AHD, and THD diplomas 3090A, 3090B ADVANCED SCIENCE, COLLEGE CREDIT CHEMISTRY Advanced College Project 11, 12 Prerequisite: Chemistry I with a C+ or better and completed Algebra II Advanced Science, College Credit is a title that covers (1) any science course offered for credit by an accredited post-secondary institution through an adjunct agreement with a secondary school, or (2) any other post-secondary science course offered for dual credit under the provisions of 511 IAC The Advance College Project is a partnership program between Indiana University and Bremen High School. ACP Chemistry provides credit to qualified high school students while simultaneously allowing students to purchase up to six hours of college credit from I.U. The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. ACP Chemistry covers basic principles including stoichiometry, thermochemistry, atomic and molecular structure, gases, solutions, and selected topics in descriptive chemistry. Also, an introduction to laboratory experimentation with emphasis on the collection and use of experimental data, some properties of solutions, stoichiometry, thermochemistry, and synthesis. Credits: a 2-term course, 1 credit per term Counts as a Science Course for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 3108A, 3108B INTEGRATED CHEMISTRY PHYSICS 9, 10, 11 Prerequisite: Enrolled in or successful completion of Algebra I Integrated Chemistry-Physics is a course focused on the following core topics: motion and energy of macroscopic objects; chemical, electrical, mechanical and nuclear energy; properties of matter; transport of energy; magnetism; energy production and its relationship to the environment and economy. Instruction should focus on developing student understanding that 67

68 scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures. Credits: a 2-term course, 1 credit per term Fulfills the physical science requirement for the General diploma Fulfills the 2 credit requirement for Chemistry I, Physics I, or Integrated Chemistry and Physics towards the Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas 3084A, 3084B PHYSICS I 11, 12 Prerequisite: Successful completion of Algebra II Honors Physics is an introductory course with an extensive use of mathematics. In this course a great amount of time will be spent solving problems and deriving mathematical equations of key concepts. Physics is the study of matter and energy and their interactions, it is considered to be the most basic of all sciences. Major areas of study are mechanics (motion of objects), waves (light and sound), heat, electricity, magnetism and modern physics (atomic, nuclear and relativity). Major emphasis of instruction are: development of concepts, problem solving and the use of technology which will be the basis for a more traditional approach to the study of physics. Credits: a 2-term course, 1 credit per term A Core 40, AHD, and THD Course 5218A, 5218B PLTW PRINCIPLES OF BIOMEDICAL SCIENCE 9, 10, 11, 12 Prerequisite: Successful completion of Biology I PLTW Principles of Biomedical Sciences provides an introduction to this field through hands-on projects and problems. Student work involves the study of human medicine, research processes and an introduction to bioinformatics. Students investigate the human body systems and various health conditions including heart disease, hypercholesterolemia, and infectious diseases. A theme through the course is to determine the factors that led to the death of a fictional person. After determining the factors responsible for the death, the students investigate lifestyle choices and medical treatments that might have prolonged the person s life. Key biological concepts included in the curriculum are: homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease. Engineering principles such as the design process, feedback loops, 68

69 and fluid designed to provide an overview of all courses in the Biomedical Sciences programs and to lay the scientific foundation necessary for student success in the subsequent courses. NOTE: Use of the PLTW Course number is limited to schools that have agreed to be part of the Project Lead the Way network and follow all training and data collection requirements. In the introductory course of the PLTW Biomedical Science program, students explore concepts of biology and medicine to determine factors that led to the death of a fictional person. While investigating the case, students examine autopsy reports, investigate medical history, and explore medical treatments that might have prolonged the person s life. The activities and projects introduce students to human physiology, basic biology, medicine, and research processes while allowing them to design their own experiments to solve problems. Credits: a 2-term course, 1 credit per term Counts as a Direct Elective or Elective for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas SOCIAL STUDIES 1570 GEOGRAPHY AND HISTORY OF THE WORLD 9, 10, 11, 12 Prerequisite: For Honors section(s), student is required to have successfully completed Geography Geography and History of the World is designed to enable students to use geographical tools, skills and historical concepts to deepen their understanding of major global themes including the origin and spread of world religions; exploration; conquest, and imperialism; urbanization; and innovations and revolutions. Geographical and historical skills include forming research questions, acquiring information by investigating a variety of primary and secondary sources, organizing information by creating graphic representations, analyzing information to determine and explain patterns and trends, planning for the future, and documenting and presenting findings orally or in writing. The historical geography concepts used to explore the global themes include change over time, origin, diffusion, physical systems, cultural landscapes, and spatial distribution/patterns and interaction/relationships. Students use the knowledge, tools, and skill obtained from this course in order to analyze, evaluate, and make predictions about major global developments. This course is designed to nurture perceptive and responsible citizenship, to encourage and support the development of critical thinking skills and lifelong learning, and to help prepare Indiana students for the 21 st Century. Credits: a 2-term course, 1 credit per term 69

70 Fulfills a Social Studies requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas or counts as an Elective for any diploma 1542B, 1542B UNITED STATES HISTORY 9, 10, 11, 12 United States History is a two-trimester course that builds upon concepts developed in previous studies of U.S. History and emphasizes national development from the late nineteenth century into the twenty-first century. After reviewing fundamental themes in the early development of the nation, students are expected to identify and review significant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present as they relate to life in Indiana and the United States. Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. Students develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the nation over time. Credits: a 2-term course, 1 credit per term Fulfills a Social Studies requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas or counts as an Elective for any diploma ADVANCED SOCIAL STUDIES, COLLEGE CREDIT UNITED STATES HISTORY Advanced College Project 11, 12 Prerequisite: World History Honors or teacher recommendation 1574USA, 1574USB United States History builds upon concepts developed in previous studies of U.S. History. Students are expected to identify and review significant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the nineteenth century through the present. Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. They will develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the nation over time. 70

71 The Advanced College Project is a partnership program between Indiana University and Bremen High School. ACP U.S. History provides credit to qualified high school students while simultaneously allowing students to purchase up to six hours of college credit from I.U. The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. Advanced Social Sciences, College Credit is a title covering (1) any advanced social sciences course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school or (2) any other postsecondary social sciences course offered for dual credit under the provisions of 511 IAC Credits: a 1-term course for 1 credit. May be offered for successive terms. Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Courses that use this title are most often those taught through the post-secondary campus, taught either online or in traditional settings or a combination; and taught by high education faculty Courses that use this title are those that do not meet specific high school standards for a corresponding high school course, as they are standards beyond what is taught in the high school UNITED STATES GOVERNMENT 11, 12 United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States. Responsible and effective participation of citizens is stressed. Students will understand the nature of citizenship, politics, and governments and understand the rights and responsibilities of citizens and how these are part of local, state, and national government. Students will examine how the United States Constitution protects rights and provides the structure and functions of various levels of government. How the United States interacts with other nations and the government s role in world affairs will be examined. Using primary and secondary resources, students will articulate, evaluate, and defend positions on political issues. As a result, they will be able to explain the role of individuals and groups in government, politic, and civic activities and the need for civic and political engagement of citizens in the United States. Credits: a 1-term course for 1 credit Fulfills the Government requirement for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas or counts as an Elective or any diploma 71

72 1574G ADVANCED SOCIAL STUDIES, COLLEGE CREDIT US GOVERNMENT Advanced College Project: Introduction to American Politics 11, 12 Prerequisite: United States History Honors or teacher recommendation Introduction to the nature of government and the dynamics of American politics. Origin and nature of the American federal system and its political party base. The Advanced College Project is a partnership program between Indiana University and Bremen High School. ACP U.S. History provides credit to qualified high school students while simultaneously allowing students to purchase up to three hours of college credit from I.U. The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. Advanced Social Sciences, College Credit is a title covering (1) any advanced social sciences course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school or (2) any other postsecondary social sciences course offered for dual credit under the provisions of 511 IAC Credits: a 1-term course for 1 credit. Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Courses that use this title are most often those taught through the post-secondary campus, taught either online or in traditional settings or a combination; and taught by high education faculty Courses that use this title are those that do not meet specific high school standards for a corresponding high school course, as they are standards beyond what is taught in the high school 1574E ADVANCED SOCIAL STUDIES, COLLEGE CREDIT Microeconomics 11, 12 Prerequisite: Algebra II and a 3.0 GPA Introduction to the theory of demand and supply and price determination in market economies. The study of individual consumers and producers, different market structures and the distribution of income. This course is being offered with Trine University. Trine University Dual Enrollment is a member of the National Alliance of Concurrent Enrollment Partnership (NACEP) and is listed on the Indiana Preferred Provider List for dual credit courses on high school campuses. The Dual-Credit Office at Trine has not heard of the credit being refused at any institution in the past 5 years, but 72

73 the only way to be 100 % sure is to check with the institution you are applying to. Please note that even if a course transfers, it may not mean that this course can count as credit toward a particular major. You will need to check with the college or university you wish to attend. Advanced Social Sciences, College Credit is a title covering (1) any advanced social sciences course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school or (2) any other postsecondary social sciences course offered for dual credit under the provisions of 511 IAC Credits: a 1-term course for 1 credit. Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Courses that use this title are most often those taught through the post-secondary campus, taught either online or in traditional settings or a combination; and taught by high education faculty Courses that use this title are those that do not meet specific high school standards for a corresponding high school course, as they are standards beyond what is taught in the high school 1514 ECONOMICS 11, 12 Economics examines the allocation of resources and their uses for satisfying human needs and wants. The course analyzes economic reasoning and behaviors of consumers, producers, savers, investors, workers, voters, institutions, governments, and societies in making decisions. Students will explain that because resources are limited, people must make choices and understand the role that supply, demand, prices, and profits play in a market economy. Key elements of the course include the study of scarcity and economic reasoning, supply and demand, market structures, the role of government, national economic performance, the role of financial institutions, economic stabilization, and trade. Credits: a 1-term course for 1 credit Fulfills the Economics requirement for the Core 40, Core 40 with Academic honors, Core 40 with Technical Honors and International Baccalaureate diplomas, a Social Studies requirement for the General Diploma, or counts as an Elective for any diploma Qualifies as a Quantitative Reasoning course for the General diploma only 73

74 1512 CURRENT PROBLEMS, ISSUES, AND EVENTS: CHALLENGE BASED LEARNING 12 Current Problems, Issues, and Events gives students the opportunity to apply investigative and inquiry techniques to the study of significant problems or issues. Students develop competence in (1) recognizing cause and effect relationships, (2) recognizing fallacies in reasoning and propaganda devices, (3) synthesizing knowledge into useful patterns, (4) stating and testing hypotheses, and (5) generalizing based on evidence. Problems or issues selected will have contemporary historical significance and will be studied from the viewpoint of the social science disciplines. Community service programs and internship within the community may be included. Students will also engage in 21 st century learning habits, with a heavy emphasis on collaboration and problem solving, through Challenge Based Learning in which students will be asked to find a Big Idea, an Essential Question, and a Challenge. Students will then research to find a Solution and implement that solution. Evaluation from sources outside of the school will be utilized. The Challenge Based Learning cycle will culminate in a digital portfolio that houses all pieces of a group s work. Credits: a 1-term course for 1 credit Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 1532 PSYCHOLOGY 11, 12 Prerequisite: Passing grade in Geography History of the World (or World Civ A/B) Psychology is the scientific study of mental processes and behavior. The course is divided into eight content areas. History & Scientific Method explores the history of psychology, the research methods used, and the ethical considerations that must be utilized. Biological Basis for Behavior focuses on the way the brain and nervous system function, including sensation, perception, motivation and emotion. Development looks at all the changes though one s life; physical, cognitive, as well as emotional, social and moral development. Personality and Assessment looks at the approaches used to explain one s personality and the assessment tools used. Abnormal Psychology explores psychological disorders and the various treatments used for the,. Socio- Cultural Dimensions of Behavior covers topics such as conformity, obedience, perceptions, attitudes and influence of the group on the individual. Psychological Thinking explores how to think like a psychologist and expand critical thinking skills needed in the day-to-day life of a psychologist. Credits: a 1-term course for 1 credit. This course and corresponding exam are intended to be comparable to the corresponding one-semester college level course 74

75 Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 1534 SOCIOLOGY 11, 12 Prerequisite: Passing grade in Geography History of the World (or World Civ A/B) Sociology allows students to study human social behavior from a group perspective. The sociological perspective is a method of studying recurring patterns in people s attitudes and actions and how these patterns vary across time, cultures, and in social settings and groups. Students describe the development of sociology as a social science and identify methods of research. Through research methods such as scientific inquiry students examine society, group behavior, and social structures. The influence of culture on group behavior is addressed through institutions such as the family, religion, education, economics, community organizations, government, and political and social groups. The impact of social groups and institutions on group and individual behavior and the changing nature of society will be examined. Influences on group behavior and social problems are included in the course. Students also analyze the role of individuals in the community and social problems in today s world. Credits: a 1-term course for 1 credit Counts as an Elective for the General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diplomas PRACTICAL ARTS ***Students must take EITHER Personal Financial Responsibility OR ACP Personal Finance to fulfill the graduation requirement. Students DO NOT need to take both.*** 4540 PERSONAL FINANCIAL RESPONSIBILITY 10, 11, 12 Prerequisite: Completion of Algebra I Personal Financial Responsibility addresses the identification and management of personal financial resources to meet the financial needs and wants of individuals and families, considering a broad range of economic, social, cultural, technological, environment, and maintenance 75

76 factors. This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants, and goals; identify sources of income, saving and investing; understand banking, budgeting, record-keeping and managing risk, insurance and credit card debt. A project based approach and applications through authentic settings such as work based observations and service learning experiences are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged. Credits: a 1-term course for 1 credit Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 4564PF ADVANCED BUSINESS, COLLEGE CREDIT PERSONAL FINANCE Advanced College Project 11, 12 Prerequisite: By application per Indiana University Standards (must take SAT) Advanced Business, College Credit, is a title cover (1) any college-level business course offered for credit by an accredited postsecondary institution through an approved agreement with a secondary school, or (2) any other postsecondary business course offered for dual credit under the provisions of 511 IAC The intent of this course is to allow students to earn college credit for courses with content that goes beyond that currently approved for high school credit. The Advanced College Project is a partnership program between Indiana University and Bremen High School. ACP classes provide credit to qualified high school students while simultaneously allowing students to purchase college credit from I.U. The I.U. credit is transferable to many other colleges nationwide, providing students earn a grade of C or higher. Students may enroll in the class for high school credit only; they are not required to enroll in the college course. ACP Personal Financial Responsibility addresses the identification and management of personal financial resources to meet the financial needs and wants of individuals and families, considering a broad range of economic, social, cultural, technological, environmental, and maintenance factors. This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants, and goals; identify sources of income, saving and investing; understand banking, budgeting, record-keeping and managing risk, insurance and credit card debt. A project based approach and applications through authentic settings such as work based observations and service learning experiences are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged. Recommended Prerequisites: Four or more credits in a business career pathway Credits: Dual college credit determined by college or postsecondary institution Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 76

77 5394 PREPARING FOR COLLEGES AND CAREERS 9 Preparing for Colleges and Careers, High School Level addresses the knowledge, skills, and behaviors all students need to be prepared for success in their college, career, and life. The focus of the course is the impact of today s choices on tomorrow s possibilities. Topics to be addressed include twenty-first century life and career skills; higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; managing personal and financial resources. This course includes investigating the 16 national career clusters and Indiana s College and Career Pathways, reviewing graduation plans and developing career plans; building employability skills and developing personal and career portfolios. A project-based approach, including computer and technology applications and cooperative ventures between school and community is recommended. Credits: a 1-term course for 1 credit Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 77

78 CAREER CLUSTERS COLLEGE AND CAREER PATHWAY INFORMATION The mission of College and Career Readiness and Career and Technical Education (CTE) in Indiana is to ensure that the academic achievement and career preparation of all Indiana students will be the best in the United States and on par with the most competitive countries in the world. The Indiana College and Career Pathways provide an aligned sequence of secondary and postsecondary courses leading to an industry-recognized credential, technical certification, or an associate or baccalaureate degree at an accredited postsecondary institution for careers that are high wage and/or high demand in Indiana. The Indiana state approved Career Clusters are listed below: Agriculture Arts, AC/Technology and Communication Education and Training Hospitality and Human Services Manufacturing Transportation Architecture and Construction Business and Marketing Health Science Information Technology Public Safety Within each Career Cluster are specific Career Pathways, along with a sequence of course recommendations for each Pathway and the Course Frameworks. These can be accessed online at Each local school district has the liberty to choose which Career Cluster best fits the individual school and community, as well as the Pathways that best fit the curriculum and courses offered. 78

79 As Bremen High School adapts to these changes, we will be adding new Career Clusters and Pathways. For the school year, we are beginning with two (2) Career Clusters. Agriculture and Business. Each of these clusters will have (2) Pathways students can follow. We will continue to work with our teachers and staff, as well as with the Elkhart Career Center, to provide more options for students in the coming years. Glossary of Terms to Know: CAREER CLUSTERS: Career Clusters are a way of organizing groups of closely related careers as identified by industry and education leaders and other stakeholders. Career Clusters identify a common core of knowledge and skills, both academic and technical, for a broad set of careers allowing all learners to pursue a wide range of career opportunities from entry level through management and professional levels. Indiana and most other states list careers under the 16 National Career Clusters to organize pathways. CAREER PATHWAY: An aligned sequence of secondary and postsecondary courses that leads to an industry-recognized credential or certification, or an associates or baccalaureate degree at an accredited post-secondary institution, or a registered apprenticeship. PATHWAY PLAN: The template that details the specific high school and postsecondary courses that lead to a college degree program or a certification or credential in a particular pathway. COURSE FRAMEWORK: A written document that includes the state-approved elements that make up a specific course (course description, specifications, and standards that define the content). PATHWAY ASSESSMENTS: The identified assessment or bundle of assessments (ECAs in most cases) that show student s technical skill attainment in a specific Pathway. Pathway Assessments may be offered at any time during the student s journey through a Pathway and should be offered when most appropriate to the schedule of instruction. END OF COURSE ASSESSMENTS: End of Course Assessments (often referred to as ECAs) are the standards-based assessment of students achievement of knowledge and skills at the end of a course. Multiple measures of assessing achievement are recommended: objective tests, essays, product, performance or portfolio assessment. CTE PARTICIPANT: A student who has earned one or more credits in any CTE (Career and Technical Education) course. CTE CONCENTRATOR: A student who has earned at least (6) six credits in CTE pathway courses in a state approved College and Career Pathway (revised January 2012). CTE COMPLETER: A CTE Concentrator who has taken the state-specific pathway assessment in a state approved College and Career Pathway (revised January 2012). 79

80 TECHNICAL EDUCATION & VOCATIONAL PROGRAMS AGRICULTURAL SCIENCE INTRODUCTION Agricultural Education is an active part of the curriculum for many high schools in Indiana. This program area combines the home, the school, and the community as the means of education in agriculture. The courses provide students with a solid foundation of academic knowledge and ample opportunities to apply this knowledge through classroom activities, laboratory experiments and project applications, supervised agricultural experiences, and the F.F.A. The vision and mission of Agricultural Education is: that all people value and understand the vital role of agriculture, food, fiber, and natural resource systems in advancing personal and global well-being; and that students are prepared for successful careers and a lifetime of informed choices in agriculture. The goals for Agricultural Science and Business students focus on providing learning experiences, which will allow them to: Demonstrate desirable work ethics and work habits. Apply the basic agricultural competencies and the basic background knowledge in agriculture and related occupations. Analyze entrepreneurial, business, and management skills needed by students preparing to enter agriculture and related occupations. Expand leadership and participatory skills necessary for the development of productive and contributing citizens in our democratic society. Gain effective social and interpersonal communication skills. Be aware of career opportunities in agriculture and set career objectives. Acquire job-seeking, employability, and job-retention skills. Advance in a career through a program of continuing education and life-long learning. Apply the basic learning skills in reading, writing, thinking, mathematics, communicating, listening, and studying. Recognize the interaction of agriculture with governments and economic systems at the local, state, national, and international levels. Recognize how new technology impacts agriculture and how agriculture impacts the environment. It is important to understand and reaffirm that vocational-technical experiences do not preclude students from going on to higher education, and in fact, participation actually enhances the opportunity. A growing number of students are combining both college preparation and workplace experiences in their high school preparation. Agricultural Science and Business and 80

81 the F.F.A. programs have a long history of successfully preparing students for entry level careers and further education and training in the science, business and technology of agriculture. The programs combine classroom instruction and hands-on career focused learning to develop students potential for premier leadership, personal growth, and career success. F.F.A The FFA is the leadership student organization that is an integral part of the instruction and operation of a total agricultural education program. As an intra-curricular organization and essential competent of the total program, the local agricultural education teacher(s) serve as the FFA chapter advisors. The many activities of the FFA parallel the methodology of the instructional program and are directly related to the occupational goals and objectives. As an integral part of the instructional program, district and state level FFA activities provide students opportunities to demonstrate their proficiency in the knowledge, skills and aptitudes they have acquired through the agricultural science and agricultural business program(s). Agricultural education students demonstrating a high degree of competence in state level FFA activities are highly encouraged to represent their local communities, districts and state by participating in national FFA activities. Instructional activities of the FFA require participation by the agricultural science and agriculture business education students as an integral part of an agricultural education course of instruction and, therefore, may be considered an appropriate use and amount of the allotted instructional time. ADVANCED LIFE SCIENCE: ANIMALS 11, 12 Prerequisite: Introduction to Agriculture, Food, and Natural Resources, Animal Science or Instructor Permission 5070A, 5070B Advanced Life Science: Animals is a two trimester course that provides students with opportunities to participate in a variety of activities including laboratory work. Students investigate concepts that enable them to understand animal life and animal science as it pertains to agriculture. Through instruction, including laboratory, fieldwork, leadership development, supervised agricultural experience and the exploration of career opportunities, they will recognize concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, evolution, ecology, and historical and current issues in animal agriculture in the area of advanced life science in animals. Highly Recommended Prerequisite: Biology and Chemistry due to course content standards Credits: a 2-term course, 1 credit per term 81

82 Fulfills a Core 40 Science requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas or counts as an Elective or Directed Elective for any diploma This course is aligned with postsecondary courses for Dual Credit with Purdue University 5074A, 5074B ADVANCED LIFE SCIENCE: PLANTS AND SOILS 11, 12 Recommended Prerequisite: Introduction to Agriculture, Food, and Natural Resources Advanced Life Science: Plants and Soils is a two trimester course that provides students with opportunities to participate in a variety of activities which includes laboratory work. Students study concepts, principles and theories associated with plants and soils. Students recognize how plants are classified, grown, function and reproduce. Students explore plant genetics and the use of plants by humans. They examine plant evolution and the role of plants in ecology. Students investigate, through laboratory and fieldwork, how plants function and the influence of soil in plant life. Highly Recommended Prerequisite: Biology and Chemistry due to course content standards Credits: a 2-term course, 1 credit per term Fulfills a Core 40 Science requirement for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas or counts as an Elective or Directed Elective for any diploma This course is aligned with postsecondary courses for Dual Credit with Purdue University 5002A, 5002B AGRIBUSINESS MANAGEMENT 11, 12 Recommended Prerequisite: Introduction to Agriculture, Food, and Natural Resources Agribusiness Management provides foundational concepts in agricultural business. It is a two trimester course that introduces students to the principles of business organization and management from a local and global perspective while incorporating technology. Concepts covered in the course include food and fiber, forms of business, finance, marketing, management, sales, leadership development, supervised agricultural experience career opportunities in the area of agribusiness management. Credits: a 2-term course, 1 credit per term Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 82

83 This course is aligned with postsecondary courses for Dual Credit with Ivy Tech Community College Qualifies as a Quantitative Reasoning course for the General diploma only 5088A, 5088B AGRICULTURE, POWER, STRUCTURE AND TECHNOLOGY 10, 11, 12 Recommended Prerequisite: Introduction to Agriculture, Food, and Natural Resources Agriculture Power, Structure and Technology is a two trimester, lab intensive course in which students develop an understanding of basic principles of selection, operation, maintenance and management of agricultural equipment in concert while incorporating technology. Topics covered include: safety, electricity, plumbing, concrete, carpentry, metal technology, engines, emerging technologies, leadership development, supervised agricultural experience and career opportunities in the area of agriculture power, structure and technology. Credits: a 2-term course, 1 credit per term Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 5008A, 5008B ANIMAL SCIENCE 10, 11, 12 Recommended Prerequisite: Introduction to Agriculture, Food, and Natural Resources Animal Science is a two trimester program that provides students with an overview of the field of animal science. Students participate in a large variety of activities and laboratory work including real and simulated animal science experiences and projects. All areas that the students study can be applied to both large and small animals. Topics to be addressed include: anatomy and physiology, genetics, reproduction, nutrition, common diseases and parasites, social and political issues related to the industry and management practices for the care and maintenance of animals while incorporating leadership development, supervised agricultural experience and learning about career opportunities in the area of animal science. Credits: a 2-term course, 1 credit per term Fulfills a Life Science or Physical Science requirement for the General Diploma only Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 83

84 FOOD SCIENCE 11, 12 Recommended Prerequisite: Biology & Chemistry or ICP 5102A, 5102B This course is a year-long program that provides students with an overview of food science and its importance. Introduction to principles of food processing, food chemistry and physics, nutrition, food microbiology, preservation, packaging and labeling, food commodities, food regulations, issues and careers in the food science industry help students understand the role that food science plays in the securing of a safe, nutritious, and adequate food supply. A projectbased approach is utilized along with laboratory, team building, and problem solving activities to enhance student learning. Credits: a 2-term course, 1 credit per term Fulfills a Life Science or Physical Science requirement for the General Diploma only Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas HORTICULTURE SCIENCE 10, 11, 12 Recommended Prerequisite: Fundamentals of Agricultural Science and Business or by permission of the teacher 5132A, 5132B Horticulture Science is a yearlong course designed to give students a background in the field of horticulture and its many career opportunities. It addresses the biology and technology involved in the production, processing, and marketing of horticultural plants and products. Topics covered include: reproduction and propagation of plants; plant growth; growth media; hydroponics; floriculture and floral design; management practices for field and greenhouse production, interior plantscapes; marketing concepts; production of herbaceous, woody, and nursery stock; fruit, nut, and vegetable production; and integrated pest management and employability skills. Students participate in a variety of activities including extensive laboratory work usually in a school greenhouse. Credits: a 2-term course, 1 credit per term. This course can be offered for a second full year at an advance level. Fulfills a Life Science or Physical Science requirement for the General Diploma only Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 84

85 INTRODUCTION TO AGRICULTURE, FOOD, AND NATURAL RESOURCES 9, 10, A, 5056B Introduction to Agriculture, Food and Natural Resources is a two semester course that is highly recommended as a prerequisite to and a foundation for all other agricultural classes. The nature of this course is to provide students with an introduction to the fundamentals of agricultural science and business. Topics to be covered include: animal science, plant and soil science, food science, horticultural science, agricultural business management, landscape management, natural resources, agriculture power, structure and technology, leadership development, supervised agricultural experience and career opportunities in the area of agriculture, food and natural resources. Credits: a 2-term course, 1 credit per term. May be offered as year-long course to 8 th graders for high school credit. Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Fulfills a Life Science requirement for the General Diploma only 5170A, 5170B PLANT AND SOIL SCIENCE 10, 11, 12 Prerequisite: Introduction to Agriculture, Food, and Natural Resources Plant and Soil Science is a two-trimester course that provides students with opportunities to participate in a variety of activities including laboratory work. Topics covered include: the taxonomy of plants, the various plant components and their functions, plant growth, plant reproduction and propagation, photosynthesis and respiration, environmental factors affecting plant growth, integrated pest management plants and their management, biotechnology, the basic components and types of soil, calculation of fertilizer application rates and procedures for application, soil tillage and conservation, irrigation and drainage, land measurement, grain and forage quality, cropping systems, precision agriculture, principles and benefits of global positioning systems and new technologies, harvesting, and career opportunities in the field of plant and soil science. Credits: a 2-term course, 1 credit per term Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Fulfills a Life Science or Physical Science requirement for the General Diploma only 85

86 5228S SUPERVISED AGRICULTURAL EXPERIENCE 10, 11, 12 SUMMERS ONLY Prerequisite: Introduction to Agriculture, Food, and Natural Resources Supervised Agricultural Experience (SAE) is designed to provide students with opportunities to gain experience in the agricultural field(s) in which they are interested. Students should experience and apply what is learned in the classroom, laboratory, and training site to real-life situations. Students work closely with their agricultural science and business teacher(s), parents, and/or employers to get the most out of their SAE program. This course can be offered each year as well as during the summer session. SAE may be offered as a Cooperative Education Program. Curriculum content and competencies should be varied so that school year and summer session experiences are not duplicated. Credits: A maximum of eight credits may be earned in this course when offered as a nonco-op, one hour course over eight trimesters, some of which can be earned during summer sessions. Curriculum content and competencies should not be duplicated when multiple credits are being earned. Credits: A maximum of twelve credits may be earned in this course when offered as an SAE Cooperative Education course (one credit for related instruction and two credits for on the job training over four trimesters = 12 credit hours). On the job training credit hours may be increased in approved situations. Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas 5136A, 5136B 518 LANDSCAPE MANAGEMENT 10, 11, 12 Prerequisite: Introduction to Agriculture, Food, and Natural Resources Credits: 1-3 credit(s) per term, maximum of 2 terms, maximum of 6 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit Qualifies as a Quantitative Reasoning course for the General diploma only 5180A, 5180B NATURAL RESOURCES 10, 11, 12 Prerequisite: Introduction to Agriculture, Food, and Natural Resources 86

87 Natural Resources is a two trimester course that provides students with a foundation in natural resources. Hands-on learning activities in addition to leadership development, supervised agricultural experience and career exploration encourage students to investigate areas of environmental concern. Students are introduced to the following areas of natural resources: soils, the water cycle, air quality, outdoor recreation, forestry, rangelands, wetlands, animal wildlife and safety. Credits: a 2-term course, 1 credit per term Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit with Ivy Tech Community College BUSINESS CAREER CLUSTERS COLLEGE AND CAREER PATHWAY INFORMATION The mission of College and Career Readiness and Career and Technical Education (CTE) in Indiana is to ensure that the academic achievement and career preparation of all Indiana students will be the best in the United States and on par with the most competitive countries in the world. The Indiana College and Career Pathways provide an aligned sequence of secondary and postsecondary courses leading to an industry-recognized credential, technical certification, or an associate or baccalaureate degree at an accredited postsecondary institution for careers that are high wage and/or high demand in Indiana. The Indiana state approved Career Clusters are listed below: Agriculture Arts, AC/Technology and Communication Education and Training Hospitality and Human Services Manufacturing Transportation Architecture and Construction Business and Marketing Health Science Information Technology Public Safety 87

88 Within each Career Cluster are specific Career Pathways, along with a sequence of course recommendations for each Pathway and the Course Frameworks. These can be accessed online at Each local school district has the liberty to choose which Career Cluster best fits the individual school and community, as well as the Pathways that best fit the curriculum and courses offered. As Bremen High School adapts to these changes, we will be adding new Career Clusters and Pathways. For the school year, we are beginning with two (2) Career Clusters. Agriculture and Business. Each of these clusters will have (2) Pathways students can follow. We will continue to work with our teachers and staff, as well as with the Elkhart Career Center, to provide more options for students in the coming years. Glossary of Terms to Know: CAREER CLUSTERS: Career Clusters are a way of organizing groups of closely related careers as identified by industry and education leaders and other stakeholders. Career Clusters identify a common core of knowledge and skills, both academic and technical, for a broad set of careers allowing all learners to pursue a wide range of career opportunities from entry level through management and professional levels. Indiana and most other states list careers under the 16 National Career Clusters to organize pathways. CAREER PATHWAY: An aligned sequence of secondary and postsecondary courses that leads to an industry-recognized credential or certification, or an associates or baccalaureate degree at an accredited post-secondary institution, or a registered apprenticeship. 88